ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Adjustment of At-Risk Technology Education Students
Author: Ernst, Jeremy V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Adjustment,Interpersonal Competence,Technology Education,Empathy,Student Adjustment,Teacher Educators,Teachers,At Risk Students,Peer Relationship,Adolescents

Individual technology education students' subgroup dynamic informs progressions of research while apprising technology teacher educators and classroom technology education teachers of intricate differences between students. Recognition of these differences help educators realize that classroom structure, instruction, and activities must be conducive to all learners. These research findings are important in identifying technology education social competence characteristics of students at-risk and how they differ from a normative sample of student learners. The goal and intent of this exploratory research project was to identify the degree of social competence exhibited by technology education students identified as at-risk. Self-control, peer relations, school adjustment, and empathy categorizations provide a depiction of the level of social competence (Walker &amp; McConnell, 1995). Supplemental to the social competence measure, linkages between peer relation and school adjustment competencies were gauged to determine associations. The following research questions guided this exploratory project: (1) Are there differences in social competence between technology education students considered at-risk and a normative student sample?; and (2) Is there competence measure association between social competence subscale elements (self-control, peer relations, school adjustment, and empathy) for technology education students identified as at-risk? (Contains 4 tables.)
When Talent Is Not Enough: Why Technologically Talented Women Are Not Studying Technology
Author: Autio, Ossi
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Content Analysis,Researchers,Technology,Talent,Technology Education,Foreign Countries,Technological Literacy,Competence,Scores,Scoring,Case Studies

This article builds on two earlier studies. The first one defined and assessed technological competence among adolescents (Autio &amp; Hansen, 2002). The second, traced three students who had achieved the best results in a measurement of technological competence given 15 years ago (Autio, 2011). This study showed that, in terms of technological competence, it is possible to predict students' potential for career success in the technical professions. The aim of this study was to examine how the three highest scoring females have progressed. Are they working in technology today, or did they find other professions? In addition, the researcher tried to determine the elements accounting for the participants' motivated behavioral choices in the area of technology. Finally, in the discussion section, the researcher will highlight some differences within these elements between males and females. The main research questions were as follows: (1) Did technologically talented females choose technological careers?; and (2) What were the main elements in the test participants' motivated behavioral choices in the area of technology? The research data was analyzed using content analysis. The analysis was carried out by assessing which of the essential elements in the participants' lives contributed to their motivated behavioral choices in the area of technology. These findings were later classified and finally reported in the conclusions. (Contains 4 figures and 1 table.)
Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation
Author: Ernst, Jeremy V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,Experiential Learning,Learning Activities,Student Attitudes,Teaching Methods,Engineering Education,Preservice Teacher Education,Engineering,Elementary Secondary Education,Teacher Education Programs,Teacher Education

It is well documented that experiential field-based learning has positive K-12 student engagement and retention impacts, but do preservice technology and engineering educators experience similar educational benefits? Additionally, do they perceive experiential learning to be valuable in their personal study, and do they plan to extend this structure of learning into the K-12 technology and engineering education classroom? This research study was designed to investigate and identify the impacts, if any, that experiential learning activities have on the cognitive achievement of preservice technology educators. Two research questions were posed to specifically guide this study: (1) Is there an identifiable cognitive achievement difference in preservice technology educators who engage in experiential learning activities?; and (2) How do preservice technology educators perceive experiential learning activities? This research examined experiential learning extension activity implementation through a quasi-experimental design, which consisted of experimental/treatment and control features to measure cognitive outcome but did not use random assignment. The primary intent is to gauge outcome effectiveness and perceptions of students concerning experiential learning in efforts to further inform course iteration. (Contains 5 tables.)
Engineering Efforts and Opportunities in the National Science Foundation's Math and Science Partnerships (MSP) Program
Author: Brown, Pamela
Date: 2013-00-00
Type: Journal Articles
Subjects: Colleges,Engineering,Elementary Secondary Education,STEM Education,Technology Education,Engineering Education,Science Curriculum,Partnerships in Education,Mathematics,Mathematics Education,Higher Education,Teacher Participation,Preservice Teachers,Professional Development,Mentors

The National Science Foundation's Math and Science Partnership (MSP) program (NSF, 2012) supports partnerships between K-12 school districts and institutions of higher education (IHEs) and has been funding projects to improve STEM education in K-12 since 2002. As of 2011, a total of 178 MSP projects have received support as part of a STEM education investment of over $900 million. One important movement over the past decade has been increasing interest in incorporating engineering and design content in K-12 teaching and learning, a strategy validated in the National Research Council report, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas" (NRC, 2011). The goals of K-12 engineering and design content traditionally have been to prepare students to think critically, creatively, and independently by solving problems with real-world applications. Additional benefits more recently identified are the potential for recruitment and better preparation of future engineering students. In an effort to explore how engineering and design are being implemented in MSP projects, the authors synthesize strategies and findings from the NSF MSP portfolio, including publicly available award information from nsf.gov and MSPnet.org. This descriptive analysis is supplemented by data from annual project surveys conducted by a contractor (Westat) on behalf of NSF. The authors report on the ways that engineering and design content are being implemented by MSP projects, along with associated challenges and opportunities. (Contains 4 tables and 1 figure.)
Engineering Design Thinking
Author: Lammi, Matthew
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Processes,High School Students,Engineering Education,Engineering,Elementary Secondary Education,Technology,Technology Education

Engineering design thinking is "a complex cognitive process" including divergence-convergence, a systems perspective, ambiguity, and collaboration (Dym, Agogino, Eris, Frey, & Leifer, 2005, p. 104). Design is often complex, involving multiple levels of interacting components within a system that may be nested within or connected to other systems. Systems thinking is an essential facet of engineering design cognition. Although systems thinking has not previously played a prominent role in engineering education research, it is becoming recognized as an important engineering trait. Due to the nascency of systems thinking research in engineering education, there are few studies that have investigated systems thinking and its impact on engineering design, particularly with K-12 students. As a result, how high school students employ systems thinking processes and strategies is not adequately understood or identified. This research examined high school students' systems cognitive issues, processes, and themes while they engaged in a collaborative engineering design challenge. The findings from this study demonstrated that high school students are capable of systems thinking in an engineering design challenge. (Contains 5 tables and 1 figure.)
High School Students' Use of Paper-Based and Internet-Based Information Sources in the Engineering Design Process
Author: Pieper, Jon
Date: 2013-00-00
Type: Journal Articles
Subjects: Access to Computers,Information Sources,High School Students,Engineering,Design,Internet,Research Methodology,Expertise,College Students,Engineering Education,Comparative Analysis,Access to Information,STEM Education,Playgrounds,Science Education

Mentzer and Becker (2011) and Becker and Mentzer (2012) demonstrated that high school students engaged in engineering design problems spent more time accessing information and spent more time designing when provided with Internet access. They studied high school students engaged in an engineering design challenge. The two studies attempted to apply the same research methodology as was used in previous work by Atman to facilitate comparison between high school students and experts. The 2011 study included Internet access, but the 2012 study did not. Their work showed that with Internet access, students spent an average of 137 minutes engaged in designing a playground and students allocated 47 minutes (35%) to information access. Without Internet access, similar students from the same schools on the same design problem spent an average of 92 minutes of which, 10 minutes (10%) was dedicated to information access. With limited computer access or limited time to enable students to access a computer in some classrooms, the research questions guiding this study are: (1) What information do high school students spend time accessing during an engineering design challenge? How much information comes from paper-based resources as compared to the Internet?; and (2) How much time do they spend accessing information? What is the balance of time spent accessing information from paper-based sources as compared to the Internet? Findings and implications of this research on student learning are discussed. Recommendations for future research are also offered. (Contains 5 tables and 1 figure.)
Making God Known, Loved, and Served: The Future of Catholic Primary and Secondary Schools in the United States
Date: 2008-03-00
Type: Journal Articles
Subjects: Catholic Schools,Futures (of Society),School Role,Catholics,Christianity,Income,Economic Status,Reputation,Financial Problems,Attitudes,Attendance,Elementary Secondary Education,Adjustment (to Environment),Elementary Schools,Secondary Schools,Teacher Recruitment,Lay People,Partnerships in Education,Sustainable Development

In June 2005, shortly before Rev. John I. Jenkins, CSC, became president of the University of Notre Dame, the United States Conference of Catholic Bishops released a pastoral statement, &quot;Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium.&quot; This document, building upon the rich experience of two hundred years of Catholic elementary and secondary education in the United States, underscores the essential role played by Catholic schools for the life of the Church. This report articulates the University of Notre Dame's response to the bishops' call for Catholic higher education to help address the future of elementary and secondary Catholic schools. It represents the work of a national task force Jenkins convened upon his inauguration, in response to the invitation issued by the bishops in their pastoral statement, to study the problem in breadth and detail. This report is offered to the leaders of the Church in the United States. It provides an overview of how Notre Dame will deepen its commitment to serve Catholic elementary and secondary schools and offers to Church leadership five recommendations drawing on themes articulated in &quot;Renewing Our Commitment.&quot; (Contains 40 endnotes.)
Responses from the Field
Author: Hunt, Thomas C.
Date: 2008-03-00
Type: Journal Articles
Subjects: Educational Research,Catholic Schools,Catholics,Educational Philosophy,Planning Commissions,Position Papers,Organizational Objectives,Educational Policy,Change Strategies,Educational Change,Research Reports,Reader Response,Religious Education,Educational Practices

This article presents responses from Thomas C. Hunt, James L. Heft, S.M., and Ronald J. Nuzzi to the report of the Notre Dame Task Force on Catholic Education's (2006), &quot;Making God Known, Loved and Served: The Future of Catholic Primary and Secondary Schools in the United States.&quot; Hunt analyzes the 12 recommendations offered by Notre Dame on behalf of Catholic schools as its tangible manifestation of embodying leadership to meet the following goals: (1) To strengthen Catholic identity; (2) To attract and form talented leaders; (3) To ensure academic excellence; and (4) To finance Catholic schools so that they are accessible for all families. He then considers the five general recommendations the report made to the broader Church community regarding Catholic schools. In a brief essay, Heft offers a reflection on the report and provides a summary of the Carnegie meeting whose purpose was to explore how a &quot;field&quot; of Catholic educational research might be created. In his response, Nuzzi suggests that although the Notre Dame Task Force report (2006) does not represent official Church teaching of any sort, it may be helpful to review its reception in the community of the Church, and especially among Catholic educational professionals. Following the convictions of an incarnational theology, analyzing the reception of the report should provide some insight into the current challenges facing schools and even suggest some approaches to address them.
Feelings about Math and Science: Reciprocal Determinism and Catholic School Education
Author: Ghee, Anna Cash
Date: 2008-03-00
Type: Journal Articles
Subjects: Catholic Schools,School Size,Elementary School Students,Student Attitudes,Mathematics Anxiety,Science Achievement,Mathematics Achievement,Poverty,School Culture,Educational Environment,Gender Differences

Applying Bandura's reciprocal determinism model, differences in math and science experiences influenced by individual, gender, and school variables were investigated within 1,368 elementary students who attended 21 Catholic schools. Math and science were evaluated positively and favored more than other academic subjects. However, advantages were found for boys by lowered math anxiety levels and favoring of math, and for large schools by lowered math anxiety levels and higher student ratings of science. No advantages were found for small schools. However, school poverty rate appeared to have a confounding effect on school size. Discussion is presented pertaining to the specific need to study Catholic school systems regarding student perceptions in light of distinguishing Catholic school factors. (Contains 7 tables.)
The Upper Room: A University-Archdiocesan Partnership to Develop Leaders for Catholic Schools
Author: Cook, Timothy J.
Date: 2008-03-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Leadership Training,Partnerships in Education,School Community Programs,Religious Organizations,Program Descriptions,Program Development,Strategic Planning,Planning Commissions,Elementary Secondary Education,Principals,Academic Standards,Certification,Administrator Education,College School Cooperation

In &quot;Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium,&quot; the United States Conference of Catholic Bishops (USCCB; 2005) calls on Catholic colleges and universities to work with diocesan educational leaders to prepare leaders for Catholic schools. In response, the Creighton University Education Department and the Archdiocese of Omaha's Catholic Schools Office formed a task force that held a series of meetings in the &quot;Upper Room&quot; on Creighton's campus to create a framework for leadership in Catholic schools and develop a preparation program that fulfills the framework. This article describes the task force process, framework development, and the Catholic School Leadership graduate certificate that resulted. The article concludes with observations related to the Omaha experience and thoughts about what comes next. (Contains 2 figures and 1 table.)
The Status of Teacher Induction in Catholic Schools: Perspectives from the United States and Canada
Author: Brock, Barbara L.
Date: 2008-03-00
Type: Journal Articles
Subjects: Teacher Recruitment,Foreign Countries,Teacher Orientation,Catholic Schools,Teacher Persistence,Educational Trends,Futures (of Society),Trend Analysis,Program Descriptions

Catholic schools struggle with issues of teacher recruitment and retention. The experience of new teachers--both those recently graduated from college as well as those new to the Catholic sector--often impacts retention rates. This article presents a study of induction programs for such new teachers in the US and Canada, summarizes current trends, and offers recommendations for the future.
Implementing Jesuit Charisms and Core Values in Distance Education
Author: Dickel, Charles Timothy
Date: 2008-03-00
Type: Journal Articles
Subjects: Distance Education,Program Implementation,Institutional Characteristics,Organizational Climate,Organizational Culture,Religious Organizations,Catholics,Spiritual Development,Social Values,Values Clarification,Performance Factors,Educational Strategies

Given the ever-increasing number of students who are taking distance education courses, it seems appropriate to look beyond the explicit, academic curriculum and consider how institutional charisms and core values might be implemented in distance education courses. This article explores the incorporation of charisms and core values in distance education with particular attention to some of those of the Society of Jesus (the Jesuits). Each of the mentioned Jesuit charisms and core values is described and operationalized in terms of distance education for secondary and higher education students. Relevant and practical examples are provided from courses currently being offered.
&quot;Catholic Education: A Journal of Inquiry and Practice&quot;: A Ten-Year Retrospective Review of Catholic Educational Research
Author: Frabutt, James M.
Date: 2008-06-00
Type: Journal Articles
Subjects: Educational Research,Catholic Schools,Catholics,Literature Reviews,Meta Analysis,Periodicals,Bibliometrics,Educational Practices,Inquiry,Book Reviews,Authors,Content Analysis,Research Methodology,Church Related Colleges

This journal has a brief but important history, encompassing the support of major Catholic colleges and universities across the United States. In particular, the University of Dayton and the University of Notre Dame have provided a home for the editorial offices and the contributed services of the editors. As the journal prepares for a transition to its third home at Boston College, this article offers a summative and evaluative overview of the contents of the journal since its inception. Recommendations are offered regarding ways to continue to grow the field of educational research situated in Catholic schools. (Contains 5 tables and 1 note.)
Motivating Content: How Interest and Self-Efficacy Respond to Subject Matter Taught in an Alternative Teacher Education Program
Author: Long, Joyce F.
Date: 2008-06-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Strategies,Self Efficacy,Alternative Teacher Certification,Teacher Education Programs,Catholic Schools,Classroom Techniques,Course Content,Teacher Motivation,Religious Education,Scores,Teaching Methods,Pedagogical Content Knowledge

Understanding how teachers' motivational levels respond to the course content is particularly relevant in Catholic schools, where instructors are routinely required to teach courses both within and beyond their certification area because of budgetary constraints. Students in the ACE alternative licensure program face this challenge during their 2 years of teacher preparation. Pre and post data from first- and second-year ACE students (n = 107) revealed that although subject matter interest levels remained relatively robust throughout the academic year for primary certification subjects, significant differences emerged in scores for religion and other out-of-certification courses. In addition, sense of self-efficacy in classroom management, student engagement, and instructional strategies also varied by subject matter taught and year in the program. (Contains 1 table and 4 figures.)
Developing a Predictive Metric to Assess School Viability
Author: James, John T.
Date: 2008-06-00
Type: Journal Articles
Subjects: Catholic Schools,Sustainability,Predictor Variables,School Demography,Urban to Suburban Migration,Discriminant Analysis,Futures (of Society),Tuition,Educational Finance,School Closing,Enrollment,Probability,Computation,Mathematical Formulas

This article examines a wide range of parish school indicators that can be used to predict long-term viability. The study reported in this article explored the relationship between demographic variables, financial variables, and parish grade school closures in the Archdiocese of Saint Louis. Specifically, this study investigated whether statistically significant and substantively meaningful differences exist between open and closed schools on selected demographic and financial variables. Discriminant function analysis was utilized to create a model for predicting parish school viability. The final portion of this study describes the translation of this discriminant function analysis into a diagnostic tool that could be used as an early warning system to assess school viability on an ongoing basis. (Contains 10 tables and 5 figures.)
Conflict in Independent Catholic Schools
Author: Guernsey, Dan
Date: 2008-06-00
Type: Journal Articles
Subjects: Stakeholders,Catholic Schools,Catholics,Religious Conflict,Parent Participation,Private Schools,Socialization,Beliefs,Governance,Trend Analysis,Parent Attitudes

Independent Catholic schools are a growing phenomenon in the Catholic Church in America. This article provides a contextualized account of the phenomenon by examining via a field observation the experience of two independent Catholic schools in two different dioceses. These schools were founded in conflict and beset by continued conflict to the point of splitting; first from the diocese, then again within themselves. An environment of religious conflict motivated laity to open their own schools to socialize their children into a traditional notion of the Catholic faith. In both independent schools examined, conflict about governance, between founding parents and new stakeholders who joined the schools, led to each of the schools splitting; thus, the two became four. Each of the new breakaway schools was structured and governed much like the original schools, albeit with some increased openness to parental input. Second generation breakaway splits further complicated the relationship between these schools and their dioceses. While the limited sample prohibits highly generalizable data, the account suggests some preliminary conclusions about trends witnessed in the experience of these schools and suggests lines for further inquiry in this relatively unexamined phenomenon.