ethanporcaro/eric-fulltext-meta huggingface dataset:
Inmate Perceptions of Financial Education Needs: Suggestions for Financial Educators
Author: Call, Lindsay Larson
Date: 2013-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Money Management,Grounded Theory,Low Income,Educational Needs,Interviews,Qualitative Research,Barriers,Males

Recently, national attention has turned to the need for increased financial education, particularly for low-income populations. Incarcerated individuals represent a growing low-income group with unique needs that could likely benefit from financial education. However, few studies have examined the specific financial education needs of inmates, particularly from their own perspectives. Through qualitative interviews with 12 men incarcerated in a Midwestern county jail and using grounded theory methodology for data analysis, this study identifies their self-perceived financial education needs as well as perceived barriers to receiving financial education while incarcerated. Implications for financial educators are also discussed.
Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics
Author: Danes, Sharon M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Education,Knowledge Level,High School Students,Student Characteristics,Teacher Characteristics,Gender Differences,Ethnicity,Geographic Location,Instructional Program Divisions,Financial Support,Employment Level,Debt (Financial),Competency Based Education,Predictor Variables,Student Behavior,Pretests Posttests,Factor Analysis,Hierarchical Linear Modeling,Social Theories,Constructivism (Learning),Context Effect,Surveys

Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable (use of all curriculum assessments), and two classroom variables (proportion of junior students and students who spent more money per week) were significant predictors of students&apos; financial knowledge gain. Significant predictors of students&apos; behavior gain were one student characteristic (senior grade level), two student access to money variables (employment status, spending per week), and three classroom variables (mean initial financial behavior, proportion of students working part-time, proportion of rural students). Findings indicated that subject matter content alone was not sufficient to create behavior change; learning context must be considered.
College Students and Financial Distress: Exploring Debt, Financial Satisfaction, and Financial Anxiety
Author: Archuleta, Kristy L.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Debt (Financial),Anxiety,Counseling Services,Correlation,Measures (Individuals),Financial Needs,Financial Problems,Money Management,Mental Health,Peer Counseling,Student Characteristics,Student Surveys,Regression (Statistics)

The impact of financial concerns on overall mental health has become a popular topic among researchers and practitioners. In this exploratory study, possible associations of financial anxiety were explored using a sample of 180 college students who sought services at a university peer financial counseling center in a Midwestern state. Of particular interest was the influence of debt on student financial anxiety. To measure financial anxiety, a new scale was developed, the Financial Anxiety Scale (FAS), that can be used as a tool for financial planners, counselors, and educators to identify individuals who are experiencing increased levels of financial distress that may call for a referral to an appropriate professional. Results from two hierarchical regressions indicated that financial satisfaction, student loans, and gender are associated with financial anxiety.
Workplace Financial Education Facilitates Improvement in Personal Financial Behaviors
Author: Prawitz, Aimee D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Money Management,Quasiexperimental Design,Retirement,Budgeting,Behavior Change,Employee Attitudes,Regression (Statistics),Comparative Analysis,Work Environment,Well Being,Resource Allocation,Educational Attainment,Factor Analysis,Pretests Posttests,Multivariate Analysis

Based on the life-cycle theory of consumption, this quasi-experimental study of 995 employees examined changes in financial behaviors following employee-needs-driven workplace financial education. Repeated-measures ANOVA compared participants and non-participants on perceived financial wellness and savings ratios; main effects indicated that both groups improved pretest-to-posttest on both variables (p&lt;0.001). A Wilcoxon signed-rank test determined that frequency of negative financial behaviors declined for participants (p&lt;0.001). Logistic regression determined likelihood of performing specific financial activities following financial education programming. Participants were 1.8 times more likely than non-participants to budget, 1.9 times more likely to undergo asset allocation assessment, and 1.6 times more likely to increase retirement contributions (p&lt;0.001). Results lend support to workplace provision of both basic financial education and retirement planning programming.
Online Teaching Evaluation for Higher Quality Education: Strategies to Increase University Students' Participation
Author: Weng, Cathy
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Questionnaires,Student Evaluation of Teacher Performance,Behavior Theories,Intention,Prediction,Student Attitudes,Online Surveys,Student Surveys,Measures (Individuals),Correlation,Statistical Distributions,Predictor Variables,Regression (Statistics)

The primary purpose of this study was to uncover determines of students' intention to adopt online teaching evaluation at the end of semester by proposing a research model based on the Theory of Planned Behavior (TPB). The second purpose was to investigate the efficacy of the theory for predicting such intention. Besides users' attitude and perceived behavior control, the study further decomposed the subjective norms into four different categories in order to identify the best practices and strategies that a school can use to promote the intention of participation. Valid questionnaires were collected from university students in Taiwan to test the raised research hypotheses in the paper. The results provide support for using the theory to predict students' intention of usage and many practical implications are thus suggested.
Improving the Learning Design of Massive Open Online Courses
Author: Rubens, Wilfred
Date: 2014-10-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Instructional Design,Educational Technology,Distance Education,Formative Evaluation,Participation,Satisfaction,Adult Learning,Technology Uses in Education,Program Development,Instructional Effectiveness,Feedback (Response),Foreign Countries

Massive Open Online Courses (MOOCs) can be regarded as a promising next step in the evolution of distance education. However, they have been criticised for their poor learning design. This article describes the development of an adequate learning design in a series of nineteen MOOCs (called online master classes). A formative evaluation focuses on participation and user satisfaction. A total amount of 2083 individual learners enrolled in online master classes. Overall the user satisfaction is positive and stable. Thirteen pedagogical requirements for MOOCs form the output of this evaluation. It is concluded that the learning design that has been developed, matches with the pedagogical principles of distance education for adult learners. The format has proven to support more a diverse group of learners than the still dominant MOOC formats.
Integration of Web 2.0 Tools in Learning a Programming Course
Author: Majid, Nazatul Aini Abd
Date: 2014-10-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,College Instruction,Undergraduate Students,Electronic Publishing,Web Sites,Social Networks,Video Technology,Student Attitudes,Teaching Methods,Blended Learning,Programming,Foreign Countries,Questionnaires,Statistical Analysis

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in order to enhance the motivation of the students to use the Web 2.0 tools. The integration of the tools in learning a programming course is based on PQR strategy, which includes three components: Preview, Questions and Reflect. The study sample consisted of 39 undergraduate students for identifying their preference towards the use of Web 2.0 tools which include Blog, YouTube, Google Form and Padlet. The results show that the perception of students towards the use web 2.0 tools was positive. Hence, it was possible to integrate a learning strategy with specific Web 2.0 tools, and, thus, facilitate blended learning.
Incidental Foreign-Language Acquisition by Children Watching Subtitled Television Programs
Author: Ina, Lekkai
Date: 2014-10-00
Type: Journal Articles
Subjects: Incidental Learning,Second Language Learning,Vocabulary Development,Television Viewing,Programming (Broadcast),Foreign Countries,Elementary School Students,Greek,Italian,Experimental Groups,Control Groups,Quasiexperimental Design,Action Research

Series of international studies have shown that subtitled television programs provide a rich context for foreign language acquisition. This study investigated whether incidental language acquisition occurs from watching a television program with/without subtitles. Children in the experimental conditions watch: (a) a 15 minute snapshot of a well known children's television program in Italian with Greek subtitles, (b) the same program without subtitles and (c) the TV program in Greek (control). The acquisition of vocabulary and the recognition of Italian words were higher in the condition with the subtitles, thus indicating that Greek students of fourth, fifth and sixth grade can incidentally acquire vocabulary in a foreign language through watching subtitled television programs.
Identifying Professional Competencies of the Flip-Chip Packaging Engineer in Taiwan
Author: Guu, Y. H.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Technical Occupations,Competence,Delphi Technique,Interviews,Questionnaires,Electronic Equipment,Measures (Individuals),Reliability

This study employed a literature review, expert interviews, and a questionnaire survey to construct a set of two-tier competencies for a flip-chip packaging engineer. The fuzzy Delphi questionnaire was sent to 12 flip-chip engineering experts to identify professional competencies that a flip-chip packaging engineer must have. Four competencies, including flip-chip technology, bumping process, stress analysis, and reliability testing, and their subordinate 15 competency indicators were developed. The results serve as a reference for designing or assessing curricula or programs for preparing a quality flip-chip packaging engineer and to be used as a guideline to recruit and select a flip-chip packaging engineer.
Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class
Author: Herga, Nataša Rizman
Date: 2014-10-00
Type: Journal Articles
Subjects: Science Instruction,Science Laboratories,Computer Simulation,Teaching Methods,Visualization,Chemistry,Grade 7,Student Surveys,Experimental Groups,Control Groups,Comparative Analysis,Instructional Effectiveness,Knowledge Level,Educational Technology,Science Tests,Scores,Elementary School Students,Statistical Analysis,Mathematics Achievement

Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents within science classes. Pupils from five different schools who were attending the seventh grade (N = 109), participated in the survey. The pupils were divided into experimental and control groups. We carried out a teaching experiment in order to assess the effectiveness of using a virtual laboratory. In addition, we asked ourselves two questions: whether the dynamic visualization enabled by the use of a virtual laboratory has a positive effect on the learning outcomes of pupils, and how successful are the pupils when solving tasks that involve visualization elements. The results from the didactic experiment showed, that in terms of knowledge acquisition, the use of a virtual laboratory was more effective than classes without the use of dynamic visualization elements.
Using Confidence as Feedback in Multi-Sized Learning Environments
Author: Hench, Thomas L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Self Esteem,Feedback (Response),Models,Goodness of Fit,Educational Environment,Class Size,Confidence Testing,Benchmarking,Measures (Individuals),Online Surveys,Regression (Statistics)

This paper describes the use of existing confidence and performance data to provide feedback by first demonstrating the data&apos;s fit to a simple linear model. The paper continues by showing how the model&apos;s use as a benchmark provides feedback to allow current or future students to infer either the difficulty or the degree of under or over confidence associated with a specific question. Next, the paper introduces Confidence/Performance Indicators as graphical representations of this feedback and concludes with an evaluation of s trial use in an online setting. Findings support the efficacy of using the Indicators to provide feedback to encourage students in multi-sized learning environments to reflect upon and rethink their choices, with future work focusing on the effectiveness of Indicator use on performance.
The Changing Role of Higher Education: Learning to Deal with Wicked Problems
Author: Ramaley, Judith A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Role of Education,College Faculty,College Students,Education Work Relationship,Learner Engagement,Participative Decision Making,Capacity Building,Citizen Participation,Teacher Role,Educational Change

The role of higher education is changing in today&apos;s world because the world itself is changing, and complex problems confront us daily. This essay will explore the role of an emerging group of individuals who can serve as a bridge between the academic community and the world at large. These administrators, faculty members, staff, students, and community members can help create new opportunities for different disciplines to work together and for all parts of a campus community and members of the broader society to form new working relationships to address the complex problems of today&apos;s world. What role will these boundary spanners play in building a culture of engagement? How will their work change our ideas about faculty work, staff work, and the role of students in achieving the goals of the institution and in responding to the changing world around us?
Boundary Spanning: Engagement across Disciplines, Communities, and Geography
Author: Paton, Valerie O.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Community Relationship,College Faculty,College Students,Service Learning,Access to Education,Citizenship Responsibility,Partnerships in Education,Community Services,Behavioral Objectives,Institutional Characteristics,Geographic Distribution,Geographic Regions,Group Dynamics,Outreach Programs,Curriculum Development,Cooperative Programs,Foreign Countries,Interdisciplinary Approach

Narratives from 3 presenters at the closing session of the 2013 Engagement Scholarship Consortium Conference demonstrate that higher education institutions and communities can forge deep and sustainable relationships to address the &quot;wicked problems&quot; in their countries and communities. University leaders in Nigeria described how students and faculty at the American University participate in service-learning courses and programs that have generated important local economic impacts. A community partner described the impact on educational access and civic leadership for a partnership between a Brazilian high school curriculum provider and a U.S. university, Texas Tech. A young Canadian scholar who works with &quot;marginalized, stigmatized, and excluded communities in the world&quot; described these partners as &quot;environmental heroes&quot; and shared a powerful vision of university and community collaboration across the globe. Together, these narratives weave a vision for global partnerships that have tangible impacts for peace, economic security, educational access, and quality of life.
Riding the Bus: Symbol and Vehicle for Boundary Spanning
Author: Romero, Deborah
Date: 2014-00-00
Type: Journal Articles
Subjects: Place Based Education,Tourism,Transportation,Participation,Figurative Language,Educational Methods,Experiential Learning,School Community Relationship,Information Dissemination,Barriers,Environmental Influences,Communication Strategies,Colleges

In this reflective essay I examine the activity of a bus tour, organized as the result of an ongoing university and city partnership. I illustrate how riding the bus is not only symbolic for positionality in our society, but also how it can be a viable mechanism for initiating boundary spanning and promoting opportunities for place-based learning and future engagement. I focus on the concept of boundary spanning and the roles and domains most often associated with this activity by exploring the language and metaphors invoked in the term. Then by framing the notion of boundary spanning as an activity system, I consider how riding the bus facilitates less traditional participants' engagement. I conclude by proposing that the activity of riding the bus can inform the boundary-spanning metaphor while also serving as a mechanism to mobilize further engagement efforts.
&quot;A Pesar De Las Fronteras&quot;/&quot;In Spite of the Boundaries&quot;: Exploring Solidarity in the Context of International Service Immersion
Author: Gates, Alice B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Qualitative Research,Teacher Attitudes,Student Attitudes,Models,Community Leaders,Cultural Awareness,Family Environment,Cultural Differences,Social Differences,Classification,Foreign Countries,International Education,Participant Observation,Grounded Theory,Study Abroad,Power Structure,Parent Attitudes,Cooperation,Undergraduate Students,Semi Structured Interviews,Immersion Programs

The move to &quot;internationalize&quot; United States universities has contributed to increased interest in global service-learning. This article presents qualitative data collected by a team of faculty and students during a service immersion in Nicaragua. The solidarity model of service-learning attempts to address shortcomings of earlier approaches and deserves further examination. This study illuminated the dynamics of solidarity from a largely unexplored perspective: host families and community leaders. The analysis revealed that difference and inequality are salient themes and shape the relationships and possibilities for joint action between U.S. students and their hosts. A typology is suggested that includes symbolic, instrumental, and pragmatic performances of solidarity. By highlighting the perspective of Nicaraguan hosts, this study fills an important gap in the literature on service-learning. It also contributes to the conceptual elaboration of an often heard but rarely defined concept: solidarity.
Measuring Boundary-Spanning Behaviors in Community Engagement
Author: Sandmann, Lorilee R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Outreach Programs,Change Agents,Community Involvement,Employee Attitudes,Age Differences,Gender Differences,Racial Differences,Status,Context Effect,Performance Factors,Individual Characteristics,Test Construction,Models,Construct Validity,Item Banks,Test Items,Predictor Variables,Item Analysis,Likert Scales,Pilot Projects,Data Analysis,Test Reliability,Test Validity,Partnerships in Education,Behavior Rating Scales,Measurement Techniques

Community engagement professionals and partners serve as, work with, study, and build the capacity of boundary spanners. To augment knowledge about these functions, the Weerts-Sandmann Boundary Spanning Conceptual Framework (2010) has been operationalized through a survey instrument to examine community engagement boundary-spanning behaviors by campus-based actors--leaders, faculty, staff, and students--as well as by community-based spanners in different contexts. This article provides an explication of the underlying theoretical constructs and the development and testing process of the instrument, along with applications for multiple audiences. Implications are presented concerning contextual issues of boundary spanning and generalization of boundary-spanning roles across a variety of potential subjects.
Boundary-Spanning Actors in Urban 4-H: An Action Research Case Study
Author: David, Victoria Dotson
Date: 2014-00-00
Type: Journal Articles
Subjects: Youth Programs,Youth Clubs,Capacity Building,Action Research,Case Studies,Extension Education,Urban Youth,Urban Programs,Extension Agents,Educational Strategies,Program Development

Today&apos;s Cooperative Extension organization continues to face challenges of providing relevant, quality programming in urban communities. Challenges include the ability to build capacity in Extension&apos;s urban youth educators to assess and interpret the unique, variable needs of urban clients and to communicate effectively the identified needs to the state land-grant institution to leverage resources. To be responsive, intentional change can be informed and initiated by those closest to the challenges of creating thriving 4-H programs in urban environments--the urban Extension youth educator. Guided by open and sociotechnical systems theory, this multiple case action research study used the critical incident methodology to explore boundary-spanning behaviors of urban Extension youth educators. Four conclusions were drawn from an analysis of the findings including an adaptation of the community-based problem solver quadrant of the Weerts and Sandmann (2010) university-community engagement model. Boundary-spanning behaviors can inform organizational policies related to program development, staff development, hiring procedures, and performance evaluation procedures.