ethanporcaro/eric-fulltext-meta huggingface dataset:
Software-Based Student Response Systems: An Interdisciplinary Initiative
Author: Fischer, Carol M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Computer Software,Interdisciplinary Approach,Educational Technology,Handheld Devices,Mathematics,Accounting,Preservice Teacher Education,College Students,Learner Engagement,Outcomes of Education

Colleagues from information technology and three academic departments collaborated on an instructional technology initiative to employ student response systems in classes in mathematics, accounting and education. The instructors assessed the viability of using software-based systems to enable students to use their own devices (cell phones, tablets, laptop computers) rather than relying on dedicated devices needed with a hardware-based student response system. The instructors also evaluated student reaction to the technology and share their perceptions about the pedagogy, noting that all three felt there was a positive effect on student engagement. Finally, the instructors reflect on the long-term impact of the initiative on their teaching.
Developing Students' Twenty-First Century Skills through a Service Learning Project
Author: Sabat, Isaac E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Skill Development,Teamwork,Citizen Participation,Hypothesis Testing,College Students,Business Administration Education,Program Effectiveness,Student Evaluation,Multiple Choice Tests,Outcomes of Education,Likert Scales,Data Interpretation

It is increasingly important for students to develop practiced and applied knowledge, teamwork skills, and civic engagement in addition to core curriculum knowledge in order to be prepared for the demands of the 21st century workforce. We propose that service-learning, or learning through an applied community service project, can uniquely address these essential 21st century skills. Thus, in this paper, we outline a specific service-learning project geared towards improving these skill-sets. Then, we design an experiment to test the efficacy of this project in increasing these skills by comparing students who completed this project to those in a control condition. Results support study hypotheses that service-learning increases teamwork and civic engagement, and partially support the hypothesis that it increases practiced and applied knowledge. Additionally, students in the service-learning condition outperformed students in the control condition on a test of core-curriculum knowledge. Thus, this study supports the overall assertion that service-learning can be used to successfully teach students 21st century skills.
Examining the Effectiveness of Social Responsibility Courses in Higher Education
Author: Droms, Courtney
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Responsibility,Courses,Higher Education,Student Attitudes,Community Involvement,Student Surveys,Undergraduate Students,Statistical Analysis

Individual and corporate social responsibility has been gaining more and more attention over the last several years. We examine the effectiveness of incorporating social responsibility courses into the curriculum in higher education, with a specific look at Butler University. In general, the results indicate that implementing this type of curricular program is beneficial to the students but affects students differently based on their gender and age. Specifically, the results show that female students generally have a higher level of individual social responsibility than their male counterparts. The results also indicate that the students' level of social responsibility influence their perceptions of how responsible companies should behave for both societal and consumer welfare. We conclude that these courses encourage students to get involved with the community and teach them to become good citizens. This also has a carryover effect and remains with students as they graduate and become part of other communities.
In-Between Fatalism and Leverage: The Different Effects of Socioeconomic Variables on Students' Civic and Political Experiences and Literacy
Author: Malafaia, Carla
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Socioeconomic Status,Political Issues,Economic Factors,Cultural Capital,Knowledge Level,Grade 8,Grade 9,Grade 10,Grade 11,Foreign Countries,Citizen Participation,Literacy,Public Schools,Private Schools,Student Participation,Statistical Analysis,Surveys,Experience,Parent Background,Educational Attainment,Family Environment,Multivariate Analysis

Purpose: This article explores the classical relationship between socioeconomic status and political domains, and the need to include different variables (contextual and individual) to measure the effect of economic and cultural capitals on youth participation and knowledge. Method: A multivariate analysis of covariance was performed on a sample of 732 Portuguese students, from Grades 8 and 11, in order to analyse how different socioeconomic variables related to family and schooling contexts have an effect on their political knowledge and experiences. Findings: The article highlights the differential role of socioeconomic variables on political knowledge and participatory patterns. Low economic capital instigates participation, while high cultural capital is related with higher political literacy. However, both forms of capital interact with the schooling context, revealing more complex patterns of behaviour and knowledge in students attending public and private schools.
Commentary: The Failure of Social Education or Just Going down the Road of Post-Democratic Politics?
Author: Menezes, Isabel
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Democracy,Citizen Participation,Foreign Countries,Political Power,Political Issues,Politics of Education,Political Influences

The paper &quot;American democracy is distress: The failure of social education&quot; presents several &quot;symptoms of democracy's dysfunction in the United States&quot;. These include the extreme reliance on campaign contributions, giving the donors--economic elites and groups representing business, frequently operating at a transnational level--an excessive power in determining government policy in areas such as the environment, media or fiscal regulations, as profusely exemplified in the paper. At the same time, policies impose restrictions on citizens' rights in areas such as voting, healthcare or employment. In this sense, the power gap between citizens and economic elites in the form of a global capital is growing and, as it goes undisputed and unchallenged, menaces the core of democracy itself. This is a paper worth reading. Not only does it present an argument--and this is something to be praised and cherished--but it also sustains its argument on a sound and systematic analysis of documents and research. As such, this is not a trivial paper. The data, analysis and argument the author develops call for our attention and challenges us to reflect on whether and how the situation described for the US resonates with the situation of those currently living in Europe.
American Democracy in Distress: The Failure of Social Education
Author: Neumann, Richard
Date: 2017-00-00
Type: Journal Articles
Subjects: Democracy,Citizenship Education,Social Studies,Public Schools,Failure,Social Change,Politics of Education,Political Attitudes,Public Opinion,Mass Media Effects,Social Justice,Knowledge Level,Citizen Participation,Trend Analysis,Educational Trends,Generational Differences,Educational Change

The primary purpose of this essay is to further understanding of the relationship between social education programs in public schools in the United States and the health of its democracy. A secondary purpose is to encourage reflection on the condition of democracy in other countries and the adequacy of social education programs in these countries in preparing youths for democratic citizenship. Extant data on social education in American public schools are analyzed and discussed in relation to selected social and economic conditions and the health of democracy in the United States. The conclusion is that social education programs in the United States do not adequately prepare young people for political participation and this deficiency has contributed significantly to distress in American democracy.
Moral Responsibility and Legal Liability, or, Ethics Drives the Law
Author: McGowan, Richard J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Moral Values,Ethics,Legal Responsibility,Laws,Social Change,Models,Teaching Methods,Correlation,Court Litigation

As William Shaw's (2008) textbook states, by way of observation, &quot;To a significant extent, law codifies a society's customs, ideals, norms, and moral values&quot; (pp. 10-11). Shaw adds that &quot;changes in the law tend to reflect changes in what a society takes to be right and wrong…&quot; (p. 11). We think Shaw is correct, and we work to have our students understand that ethics drives the law. Focusing on moral responsibility and legal liability, we offer a model that can help students see the relationship between law and ethics. First we highlight the broader concepts establishing moral responsibility and legal liability. Then we show that narrower, more specific principles in ethics have a parallel in law. For the former, we rely on long established considered judgments from ethics and established legal concepts. For the latter, we rely on the four specific elements associated with moral wrong-doing in organizational settings and on the famous 1983 &quot;Soldano v. O'Daniels&quot; case.
Engineering's Grand Challenges: Priorities and Integration Recommendations for Technology Education Curriculum Development
Author: Buelin, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Technology Education,Curriculum Development,Integrated Curriculum,Delphi Technique,Educational Benefits,Elementary Secondary Education,Energy,Developmentally Appropriate Practices,STEM Education

In this study, the 14 Grand Challenges for Engineering in the 21st Century identified by the National Academy of Engineering were examined by a panel of experts in an effort to identify prospective curricular integration opportunities in the field of technology and engineering education. The study utilized a three-round modified Delphi methodology to forecast and build consensus pertaining to the beneficial role of the Grand Challenges in education and the level in which they should enter the K-12 scope and sequence. The findings of this study indicate that experts have dissimilar opinions about the role that the Grand Challenges should play in K-12 technology and engineering curricula. Most notably, there was strong agreement among participants concerning the integration of study and application associated with making solar energy economical for the masses. Educational implications of such incorporation are identified and explored.
Student Outcomes in Economics Principles: Online vs. Face-to-Face Delivery
Author: Birkeland, Kathryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Online Courses,Web Based Instruction,Conventional Instruction,Comparative Analysis,Teaching Methods,Homework,Tests,Economics Education,College Students,Microeconomics,Hypothesis Testing,Regression (Statistics),Instructional Effectiveness,Maximum Likelihood Statistics

This study looks at the performance of students in an online and face-to-face section of economic principles with the same instructor. After controlling for the bias of students selecting the online section and observable characteristics, we did not find any statistical difference in the exam performance of students across delivery modes of the course. This work contributes to the literature on student outcomes across delivery modes with the implementation of an experimental design in that the instructor purposefully made the sections as similar as possible including the same homework and exams.
Understanding Leadership Theory: The Documentary of Sir Ernest Shackleton
Author: Cheramie, Robin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership,Behavior Theories,Business Administration Education,Teaching Methods,Documentaries,Student Satisfaction,Student Surveys,Pretests Posttests,Outcomes of Education,Biographies,Graduate Students,Program Evaluation

Leadership theory is one of the most complex groups of theories to teach management students; nevertheless, it is the one of the most interesting and often desired topics to learn from students. Many organizations are seeking soft skills that are commonly discussed in leadership theory such as building relationships with followers, taking initiative and having effective communication skills (Abraham &amp; Karns, 2009; Graduate Management Admissions Council [GMAC], 2012; Loman, 2011). This paper describes the experiential exercise in which the documentary of a historical figure, Sir Ernest Shackleton, is used to facilitate a discussion on the many aspects of leadership (Butler, 2000). Results from a student satisfaction survey of this exercise and pre-test/post-test data are provided to indicate learning in this exercise.
Advancing Diagnostic Skills for Technology and Engineering Undergraduates: A Summary of the Validation Data
Author: Foster, W. Tad
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Undergraduate Students,Problem Solving,Teaching Methods,Concept Mapping,Computer Uses in Education,Educational Technology,Training,Program Effectiveness,Qualitative Research,Computer Software,Student Satisfaction,Control Groups,Experimental Groups

Facilitating student growth and development in diagnosing and solving technical problems remains a challenge for technology and engineering educators. With funding from the National Science Foundation, this team of researchers developed a self-guided, computer-based instructional program to experiment with conceptual mapping as a treatment to improve undergraduate technology and engineering students' abilities to develop a plan of action when presented with real technical problems developed in collaboration with industrial partners. The pilot-testing and experimental portions of the project confirmed that the subjects found the training interesting and useful. However, the experimental data did not support the conclusion that the treatment caused an increase in diagnostic performance. Analysis of individual data demonstrated that for a portion of the sample, significant gains occurred. Qualitative analysis demonstrated that the majority of the students treated the experience as a trivial academic exercise, which seriously limited their efforts. A major step forward occurred in the ability to automatically compare student maps with the expert's reference map using a modified version of the similarity flooding algorithm. Student feedback was based on this automatic comparison. In all, the experience has encouraged the team to continue and expand the use of conceptual mapping as a tool for improving diagnostic and problem-solving skills.
Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch
Author: Katsioloudis, Petros
Date: 2016-00-00
Type: Journal Articles
Subjects: Spatial Ability,Visualization,Engineering Education,Industry,Science Education,Freehand Drawing,Comparative Analysis,Intellectual Disciplines,Visual Perception,Tests,College Students

Spatial abilities, specifically visualization, play a significant role in the achievement in a wide array of professions including, but not limited to, engineering, technical, mathematical, and scientific professions. However, there is little correlation between the advantages of spatial ability as measured through the creation of a sectional-view sketch between engineering technology, industrial technology, and science education students. A causal-comparative study was selected as a means to perform the comparative analysis of spatial visualization ability. This study was done to determine the existence of statistically significant difference between engineering technology, industrial technology, and science education students' ability to correctly create a sectional-view sketch of the presented object. No difference was found among the sketching abilities of students who had an engineering technology, industrial technology, or science education background. The results of the study have revealed some interesting results.
Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning
Author: DiBella, Karen S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Teaching Methods,Higher Education,Technology Integration,Preservice Teachers,Student Surveys,Student Attitudes,Web Sites,Electronic Publishing,Manipulative Materials,Story Telling,Visual Aids,Internet,Qualitative Research

Technology has certainly altered the landscape in which students learn today. The use of technology in today's classrooms is continually increasing as educators seek ways to engage learners and maximize learning potential. Incorporating Web 2.0 tools into the classroom can not only encourage collaboration among learners, but also provide a way for students to apply their knowledge. For such benefits to be gained, the Web 2.0 tools must be relevant and purposeful. In this study, researchers surveyed pre-service teachers at one institution of higher learning, whom took classes that integrated several Web 2.0 tools into the curriculum, and sought which instructional tools pre-service teachers found most beneficial, and hence, are more likely to use in their future classrooms.
Changes in Attitudes toward Craft and Technology during the Last 20 Years
Author: Autio, Ossi
Date: 2016-00-00
Type: Journal Articles
Subjects: Handicrafts,Technology,Attitude Change,Student Attitudes,Educational Trends,Trend Analysis,Technological Literacy,Foreign Countries,Preadolescents,Early Adolescents,Attitude Measures,Likert Scales,Gender Differences,Educational Change,Technology Education,Social Change,Questionnaires

There has been technology as long as there have been human beings. We can suppose that technology was as indispensable in the past as it is now. However, nowadays, the great speed at which technological changes come and new techniques are introduced is even more evident. Technology is affecting our lives more and more. It has consequences to every human being, and we find ourselves faced with both positive and negative aspects of technology. Certainly, this has an effect on our attitudes towards technology. In this study, we tried to find out if there have been any changes in attitudes towards technology among Finnish school children during the last 20 years. The attitudes measured in 1993 were compared with the results from 2012. The number of test participants was 267 in the first measurement and 317 in the second. The age of the student respondents was 11-13 years. The measurements were done with exactly the same Likert scale attitude questionnaire in both years. Mostly positive changes were found in attitudes towards technology in girls. Unfortunately, the development was not as positive among boys. The development in attitudes can be explained by the changes in technology education curriculum. From a broader point of view, the development in attitudes can be due to the changes in society as a whole.
Service-Learning: Creating Opportunities to Expand Students' Worldviews
Author: Murray, Lauren I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,World Views,Higher Education,Citizen Participation,Foreign Countries,Community Services,Citizenship Responsibility,Undergraduate Students,Study Abroad,Educational Opportunities,International Education,Federal Aid,Grants,Gender Issues,Ethnicity,Cultural Differences,Instructional Leadership,Online Surveys,Likert Scales

More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically how individual students are impacted. This study investigates the possible influence of an international service-learning experience on a student's worldview. The International Service-Learning Inventory was used to ask students a variety of questions on social justice, intercultural competencies, diversity, global awareness, democracy, civic engagement, and transformative learning. The study was conducted with University of Central Florida student participants (N = 9) enrolled in an international service-learning field experience in Botswana examining educational access and gender issues. The results demonstrated strong relationship among four factors: Community, Civic Engagement, Diversity, and Education &amp; Leadership--of which were defined as a student's worldview. In addition, there were interaction effects with the four factors and gender and ethnicity and main effect sizes with the four factors and first generational students, Pell Grant recipients, and those who have traveled abroad. Because of the large effect size in the small population, this &quot;pilot&quot; or &quot;exploratory&quot; research suggests to the reader significant results may be found when examining larger populations.
Political Youth Education in Germany. Presenting a Qualitative Study on Its Biographically Long-Term Effects
Author: Balzter, Nadine
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Adolescents,Youth,Political Science,Political Issues,Politics,Interviews

Purpose: There is an impact analysis presented, which explores the long-term effect of extra-curricular political youth education from the perspective of participants. Methods: The former participants retell their own education and life stories about five years later. Life stories were then interpreted in the course of research workshops and reconstructed as individual studies. Findings: The impact analysis generated a typology of biographical sustainability and shows the effects of political youth education by means of single case analysis and case comprehensive topics.
Students as First-Time Voters: The Role of Voter Advice Applications in Self-Reflection on Party Choice and Political Identity
Author: Kristensen, Niels Nørgaard
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Voting,Novices,Politics,Decision Making,Citizen Participation,Self Concept,Political Attitudes,Preferences,Information Seeking,Citizenship Education,Questionnaires,Data Collection,Qualitative Research,Interviews

Purpose: This article analyses what characterises first time voters' self-reflections on party choice as they use voter advice applications. Method: This study is based on interviews of 28 Norwegian students (age 18-20) preparing themselves for their first election. Findings: Finding a party to vote for is primarily characterized by a process of matching a party to students' political self, which we see as steps toward a political identity. Practical implications: Teaching politics should allow for students' reflections on self and their political preferences.