ethanporcaro/eric-fulltext-meta huggingface dataset:
Delivering Core Engineering Concepts to Secondary Level Students
Author: Merrill, Chris
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Concept Teaching,Scientific Concepts,Design,Teacher Education Programs,Science Course Improvement Projects,Educational Strategies,Achievement Gains,Pretests Posttests,Prior Learning,Instructional Effectiveness,Teaching Methods

Through the efforts of National Center for Engineering and Technology Education (NCETE), three core engineering concepts within the realm of engineering design have emerged as crucial areas of need within secondary level technology education. These concepts are constraints, optimization, and predictive analysis (COPA). COPA appears to be at the core of the conceptual knowledge needed for students to understand and be able to do engineering design. Empirical knowledge is needed to better understand how to increase student learning of COPA. This study sought to provide that knowledge using a NCETE cohort of practicing and pre-service technology teachers who designed and developed a unit of instruction to deliver these three core engineering concepts to secondary level technology education students. Using a mixed method quasi experimental, pretest, post-test, no control group design, this study explored the extent to which students understood and were able to demonstrate an understanding of constraints, optimization, and predictive analysis. It is believed that through this strong conceptual base, a better understanding of engineering and engineering design can be achieved. (Contains 5 tables.)
Software Piracy among Technology Education Students: Investigating Property Rights in a Culture of Innovation
Author: Teston, George
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Software,Antisocial Behavior,Crime,Economic Impact,Middle School Students,Moral Development,Technology Education,Student Attitudes,Intellectual Property,Ethics,Computers,Programming,Moral Issues

When asked about individual perceptions of "technology," 68% of Americans primarily equate the term to the computer. Although this perception under represents the true breadth of the field, the statistic does speak to the ubiquitous role the computer plays across many technology disciplines. Software has become the building block of all major industries and arguably, the modern civilization. Software drives the automation of manufacturing, medical research, avionics, telecommunications, engineering, and even the national defense. In recent years, the academic and popular literature has resounded with alarming software piracy statistics. According to "The Economist" and the "Wall Street Journal," illegal pirated copies of commercial software represented a loss of $39.6 billion in 2006. IDC Research estimates the loss to mount to $300 billion over the next four years. As the people's economic dependence on software continues to grow, the field of education technology must strive to produce future technology professionals who exhibit both facility and ethics with software. This study sought to investigate the attitudes related to software piracy among a sample first encountering the developmental issues of software, students in three middle school technology education programs that include computer programming. The present study also provided comparison to an earlier study to assess changes in piracy attitudes.(Contains 3 tables.)
Have We Made Progress? Stakeholder Perceptions of Technology Education in Public Secondary Education in the United States
Author: Wright, Michael D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Secondary Education,Technology Education,Stakeholders,Educational Assessment,Educational Indicators,Program Attitudes,Educational Attitudes,Educational Objectives,Role of Education,Classification,Funding Formulas,Social Justice,Public Education

Akmal et al. (2002) and Sanders (2001) acknowledged the 100-year debate on the purpose[s] of technology education (TE) and its debatable ties to industrial arts. The debate has been further fueled by the fact most states classify TE as career and technical education. However, some of these states allow Carl D. Perkins federal funding to support TE while others do not. Therefore, the purpose of this research was to determine the perceptions of selected stakeholders with respect to the role and purpose of TE in public secondary education in the United States. Based on this purpose, the following research questions were developed to guide the study: (1) What are the perceptions of various education personnel regarding the purpose of TE in public secondary education?; (2) How is TE classified by state departments of education?; (3) To what extent are Carl D. Perkins federal funds used to support TE?; and (4) What are the perceptions of various education personnel regarding whether TE programs and personnel are treated comparably to other school programs and personnel? (Contains 11 tables.)
Curriculum Consonance and Dissonance in Technology Education Classrooms
Author: Brown, Ryan A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Education,High Schools,Models,Teaching Methods,Evaluation,Information Technology,Classroom Observation Techniques,Technological Literacy,Educational Technology

In a time of increased accountability, a tightened curriculum, and fewer curricular choices for students, technology education in the United States is in the position of defending itself by &quot;carving a niche&quot; in the school curriculum. Justifying the place of technology education is becoming increasingly difficult, as there has been little agreement in either policy or practice over the definition and function of technology education. The problem addressed in this study is determining whether the new &quot;official&quot; definition and purpose for technology education has had any effect on technology education classrooms. The concern, and the focus of this study, is that technology education as defined by the International Technology Education Association (ITEA) might not be what is currently taught by teachers and experienced by students. The purpose of this study was to determine if inconsistencies exist between the field's view of technology education and the events that take place in the technology education classrooms by examining the relationships among the field's teachers' and students' ideas regarding the nature and outcomes of technology education. This was designed to help bridge a gap in technology education research. (Contains 1 table.)
Technology-Based Content through Virtual and Physical Modeling: A National Research Study
Author: Ernst, Jeremy V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Visualization,Problem Solving,Visual Literacy,Literacy,Technological Literacy,Skill Development,Sciences,Engineering,Technology,Pilot Projects,Technology Education,Pretests Posttests,Cognitive Style,Evaluation

Visualization is becoming more prevalent as an application in science, engineering, and technology related professions. The analysis of static and dynamic graphical visualization provides data solutions and understandings that go beyond traditional forms of communication. The study of technology-based content and the application of conceptual modeling, data-driven visualizations, physical modeling, and presentations simultaneously promote technological, technical, and visual literacy. Technological and visual literacy maintain a significant role in successful knowledge and skill development in technology-based career paths. The National Science Foundation awarded the Visualization in Technology Education Project initial funding to develop and pilot test 12 units of instruction. The selected topics were then developed into units by professionals in technology education, science education, graphics education, and psychology. The purpose of these materials is twofold. The first is to focus on the skills, concepts, and principles inherent within the Standards for Technological Literacy--the de facto national standards for technology education in the United States. The second is to help students become better visual communicators and problem solvers. By the creation of visualizations, students learn to use different types of computer applications that will be useful as they select a direction for their future study. (Contains 9 tables.)
A Theoretical Framework to Guide the Re-Engineering of Technology Education
Author: Kelley, Todd
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Approach,Literacy,Technological Literacy,Technology Education,Models,Philosophy,Problem Based Learning,Academic Achievement,Critical Thinking,Problem Solving,Engineering,Engineering Education,Vocational Education,Constructivism (Learning)

Before leaders in technology education are able to identify a theoretical framework upon which a curriculum is to stand, they must first grapple with two opposing views of the purpose of technology education--education for all learners or career/technical education. Dakers (2006) identifies two opposing philosophies that can serve as a framework for technology education, both inspired by ancient Greece, with the works of Descartes and the birth of positivism. Later reappearing in Pascal's writings of the mathematical mind, and finally with Rousseau in the mid 1700s, the theoretical arguments of academic verses vocational were established in education, and thus concluded that the overall purpose of education was to make a man (human being) or a citizen. This dichotomy of views is referenced here to make explicit the underpinnings of a theoretical framework for technology education. The position that the authors take in this dichotomy of views is one that embraces the best of both views by teaching technology education to all students to foster technological literacy while at the same time addressing the needs of a workforce seeking to compete in a global economy. This rationale will be presented throughout the article.
A New Generation of Goals for Technology Education
Author: Ritz, John M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Curriculum Development,Literacy,Technological Literacy,Technology Education,Curriculum Design,Science Education,Engineering Education,Mathematics Education,Educational Objectives,Problem Solving,Elementary Secondary Education,Delphi Technique

To develop meaningful instructional programs for technology education, goals need to be in place to direct the outcomes of curriculum development and teaching. Goals are program terminal outcomes that focus curriculum writers or teachers who structure content for learners. Goals provide direction so content can be delivered for long-term impact to students who study the subject. They go beyond everyday teaching objectives; they are directed at long-term learning and programmatic outcomes. Goals are arrived at through at least three different sources: empirical, philosophical, or subject matter. For this profession, technology educators must look beyond the development of engineers, industrial technologists, or craft workers. They must seek goals that take curriculum designers and teachers beyond the limits of these specific professions toward the goal of technological literacy for all. (Contains 4 tables.)
Essential Concepts of Engineering Design Curriculum in Secondary Technology Education
Author: Wicklein, Robert
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering,Technology Education,Technological Literacy,Public Education,Secondary Education,Problem Solving,Delphi Technique,Surveys,Likert Scales

Technology education is a field of study that seeks to promote technological literacy for all students. Wright and Lauda defined technology education as a program designed to help students &quot;develop an understanding and competence in designing, producing, and using technological products and systems, and in assessing the appropriateness of technological actions.&quot; In recent years there has been a growing emphasis in the literature of technology education not only on the process of problem solving but also, more recently, on the integration of subject matter from various disciplines within those activities. Engineering design is not simply a frequent topic in the literature of technology education; it has already begun to be included in the curriculum in some areas. Conceptually, there are close ties between engineering and the field of public education known as technology education since &quot;both engineering and technology treat solving practical problems as their philosophical nucleus.&quot; 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 developing technological literacy? (Contains 4 tables.)
Arts-Based Instructional Leadership: Crafting a Supervisory Practice that Supports the Art of Teaching
Author: Kelehear, Zach
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teaching (Occupation),Art,Design,Aesthetics,School Culture,Teaching Skills,Teaching Methods,Teacher Competencies,Supervisors,Professional Development

If teaching at its best is an art (Davis, 2005; Sarason, 1999; Grumet, 1993; Eisner, 1985; Barone, 1983; Greene, 1971; Smith 1971), then instructional leadership of teaching, done best, must also be based in art (Behar-Horenstein, 2004; Klein, 1999; Eisner, 1983 & 1998a; Blumberg, 1989; Barone, 1998). The author examines possible applications of an arts-based approach to instructional leadership (Blumberg, 1989; Pajak, 2003; Barone, 1998). Building on the research base regarding instructional leadership as art form, the author combines the Feldman Method (Feldman, 1995) of critique, Eisner's (1998) notion of connoisseurship and Ragans' (2005) articulation of the elements of art and the principles of design to construct a practice that captures both the technical craft of teaching and the aesthetic dimensions evident in artistic pedagogy (Eisner, 1983; Sarason, 1999). Preliminary results of an ongoing implementation study are presented. (Contains 2 tables.)
Principal Leadership in New Teacher Induction: Becoming Agents of Change
Author: Cherian, Finney
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Orientation,Foreign Countries,Principals,Beginning Teacher Induction,Leadership Responsibility,Administrator Role,Interviews,Literature Reviews,Beginning Teachers,Mentors,Attitude Measures,Administrator Attitudes,Teacher Attitudes,Teaching Experience,Teacher Role,Teacher Responsibility,Urban Schools,Elementary Schools,Secondary Schools,Educational Policy

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of &quot;communities of practice&quot; to instill a culture of support for new teacher induction. (Contains 2 endnotes.)
Africentric Education Leadership: Theory and Practice
Author: Shockley, Kmt G.
Date: 2008-00-00
Type: Journal Articles
Subjects: African American Children,Ethnography,African American Culture,African American History,African Americans,Afrocentrism,Racial Identification,African Culture,Educational Philosophy,Administrator Attitudes,Educational Methods,Social Theories,Private Schools,Charter Schools,Public Schools,Observation,Interviews

This article unveils the largely unknown theories and practices of &quot;cultural reattachment Africentric education leaders,&quot; because many people of African descent are now choosing to reattach (in whole or in part) to aspects of certain African cultures (such as Wolof or Akan). The article offers a brief background of African-centered education, discusses the theories and philosophies of Africentric education leaders, and explicates the methodology of this Africentric research project. Africentric education leaders are concerned about black communities becoming more avaricious but less unified; therefore, they offer African cultural ethos to combat both miseducation and individualism. This article also provides policy recommendations for instituting Africentric education as a comprehensive approach to address myriad problems being faced by black children and communities. In this research I advocate for Africentric theory and also employ ethnographic methods as I examine Africentric education practice. (Contains 1 endnote.)
Rankings of International Achievement Test Performance and Economic Strength: Correlation or Conjecture?
Author: Tienken, Christopher H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Achievement Tests,Computation,Correlation,Mathematics Achievement,Science Achievement,Competition,High Achievement,Cross Cultural Studies,Rating Scales,Economic Impact,Economic Development,Educational Policy,Cultural Influences,Poverty,Socioeconomic Status,Foreign Countries

Examining a popular political notion, this article presents results from a series of Spearman Rho calculations conducted to investigate relationships between countries' rankings on international tests of mathematics and science and future economic competitiveness as measured by the 2006 World Economic Forum's Growth Competitiveness Index (GCI). The study investigated the existence of relationships between international test rankings from three different time periods during the last 50 years of U.S. education policy development (i.e., 1957-1982, 1983-2000, and 2001-2006) and 2006 GCI ranks. It extends previous research on the topic by investigating how GCI rankings in the top 50 percent and bottom 50 percent relate to rankings on international tests for the countries that participated in each test. The study found that the relationship between ranks on international tests of mathematics and science and future economic strength is stronger among nations with lower-performing economies. Nations with strong economies, such as the United States, demonstrate a weaker, nonsignificant relationship. (Contains 8 tables.)
A Study of Counselors' Legal Challenges and Their Perceptions of Their Ability to Respond
Author: Hermann, Mary A.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Counselors,Ethics,Legal Responsibility,Legal Problems,Child Abuse,Educational Malpractice,Counselor Attitudes,Self Efficacy,Context Effect,Incidence,Continuing Education,Familiarity,School Law

The authors explore the results of a study that assessed the types and frequency of legal issues encountered by counselors and counselors' perceptions of their ability to respond to these issues. They also assessed whether the participants' perceptions were related to practice setting, years of experience, completion of a course in ethics, recent completion of continuing education in ethics or legal issues, state licensure status, certification by the National Board of Certified Counselors (NBCC), and highest degree earned. Results demonstrate that counselors feel most prepared to deal with situations encountered most often, but that school counselors do not feel as prepared to face most ethical and legal issues. (Contains 3 tables.)
Testing the Testing: Validity of a State Growth Model
Author: Brown, Kim Trask
Date: 2008-00-00
Type: Journal Articles
Subjects: Academic Achievement,Accountability,Models,Test Validity,Regression (Statistics),Equations (Mathematics),Educational Improvement,Prediction,Construct Validity

Possible threats to the validity of North Carolina's accountability model used to predict academic growth were investigated in two ways: the state's regression equations were replicated but updated to utilize current testing data and not that from years past as in the state's current model; and the updated equations were expanded to include additional socioeconomic, financial, and demographic variables. The updated equations were found to explain a very low proportion of the variance in growth statewide, with R[superscript 2] values ranging from 0.054 to 0.135. This suggests that the state's model is extremely unpredictive of academic growth. The expanded equations were found to offer almost twice as much predictive power as the updated equations and, hence, the state's model. (Contains 8 tables.)
Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting
Author: Torres, Mario S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Community Involvement,Academic Achievement,Likert Scales,Accountability,Professional Development,Principals,Administrator Attitudes,Educational Improvement,Educational Policy,Scheduling,Educational Change,Predictor Variables,Sampling,Parent Participation,Educational Administration,Public Schools,Outcomes of Education,Statistical Analysis,Qualitative Research,Surveys

This study investigated school administrators' perceptions of school improvement policies in a high-impact policy environment by measuring the impact of accountability, site-based management, professional development, and scheduling reform on the three dependent variables of a) academic outcomes, b) staff morale, and c) parent and community involvement. Using a convenience sampling method, 49 public school principals from Texas participated and an online survey was constructed to gather both quantitative (i.e., Likert scale) and qualitative (i.e., open ended response) data. The findings clearly point to principals, regardless of geographical district type and grade level school type, viewing less controversial and more intrinsically oriented policies (i.e., site-based management and professional development) as having a greater positive impact on outcomes as a whole than more radical alternatives (i.e., accountability and time and schedule reform). The evidence suggests that more aggressive school improvement policy approaches are likely failing to generate enough convincing outcomes to generate high commitment and confidence from school leaders. Further studies may look at the interaction of policy impact with minority student enrollments and with subgroup populations. (Contains 6 tables.)
Trends in Technology Planning and Funding in Florida K-12 Public Schools
Author: Ritzhaupt, Albert Dieter
Date: 2008-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Public Schools,Educational Technology,Technology Planning,Technology Integration,Grants,Instructional Leadership,Economically Disadvantaged,Educational Trends,Financial Support

This empirical research investigates trends in technology planning and funding in Florida's K-12 public schools between the 2003-04 and 2005-06 academic years. Survey items that focused on funding and planning issues on Florida's statewide school technology integration survey were analyzed using logistic models. Results indicate a significant increase in the number of schools revising their technology plans on a regular basis; a significant increase in the frequency with which Florida's K-12 public schools are seeking funding for technology-related initiatives; a significant increase in parent, administrator, teacher, and student involvement in the technology planning process; and a significant decline in adequate funding for software and hardware needs. In addition, schools with low proportions of economically disadvantaged students sought and were awarded significantly more funds from donations and federal and state grants. Implications for educational leadership and policy are provided. (Contains 9 tables.)