ethanporcaro/eric-fulltext-meta huggingface dataset:
Engineering Student Outcomes for Grades 9-12. Research in Engineering and Technology Education
Author: Childress, Vincent
Date: 2006-11-27
Type: Reports - Research
Subjects: Engineering Education,Engineering,Technology Education,Expertise,High Schools,Delphi Technique,Likert Scales,High School Students,Outcomes of Education,Focus Groups,Technical Occupations,Rating Scales,Science Teachers,Secondary School Teachers,Mathematics Education

This research study was conducted during the 2005-2006 academic year. Its purpose is to help the National Center for Engineering and Technology Education determine those engineering outcomes that should be studied in high school when the high school student intends to pursue engineering in college. The results of the study will also be used to determine those engineering student outcomes that all technology education high school students should learn in order to aid them in becoming more technologically literate. A modified Delphi approach was used for the study. The participants were a panel of experts consisting of engineers, engineering educators, or those expertly familiar with engineering education such as a government expert or learned society employee. The modified Delphi study ran for six rounds of inquiry during which the panel of experts reached consensus on the identity and importance of 43 engineering student outcomes for use in pre-engineering high school student learning. The panel of experts also reached consensus on the relative importance of three of seven groupings of engineer student outcomes for high school. In the first three rounds of the study, the instrument asked participants to rate outcome items on a five point Likert scale. After a jury had grouped outcome items into groups of alikeness, the panel of experts was asked to rank in the relative importance of the groups. The interquartile range (IQR) was used as the statistic for variability of rating and ranking responses, and an IQR of 1 was determined by the researchers to indicate consensus on an item. A standards bibliography is included. (Contains 10 tables.)
Women: Support Factors and Persistence in Engineering. Research in Engineering and Technology Education
Author: Duncan, John R.
Date: 2005-00-00
Type: Reports - Research
Subjects: Females,Persistence,Engineering,Technology Education,Education Work Relationship,Engineering Education,Performance Factors,Womens Education,Womens Studies,Disproportionate Representation,Achievement Need,Barriers,Academic Persistence,Career Choice,Individual Differences,Semi Structured Interviews,Graduate Surveys,Student Surveys

Limited information is available regarding the factors that promote persistence by women in engineering programs. Stated simply, the problem is that the number of women engineers continues to fall short in comparison to the gender ratio of women to men in the population in the U.S. (BEST, 2002) and worldwide (Hersh, 2000). More women engineers are needed in general and in proportion to male engineers. This study addressed two questions. (1) What are the factors that support women in engineering? and (2) What are the factors that attract women to and help them to persist in a career in engineering? The methods consisted of a search of related research to identify probably factors followed by qualitative interviews with program persisters and switchers. The most frequently cited factors were selected for inclusion in the interview protocol for the qualitative portion of this study. They were: (a) faculty support, (b) class environment, (c) department environment, (d) attraction to another discipline, (e) parental encouragement, and (f) self-confidence. The result was an evaluation of the relative merits of the factors for persisters and switchers. Additionally a new metaphor relating to force field analysis is proposed. This metaphor was supported by the findings of the study whereby persisters reported fewer restraining forces while switchers reported fewer driving forces. The two driving forces that are common among persisters and switchers are formal support programs and peer support programs. Strengthening these two programs would increase the driving forces for all students. These findings will assist faculty, advisers, and program planners to better meet the needs of women in engineering programs and likely help to reduce the attrition rates of women in engineering. Interview Questions for Persisters are appended. (Contains 3 figures and 2 tables.)
Engineering Design Activity: Understanding How Different Design Activities Influence Students' Motivation in Grades 9-12. Final Report. A Seed Grant Research Project. Research in Engineering and Technology Education
Author: Lawanto, Oenardi
Date: 2009-08-31
Type: Reports - Research
Subjects: Student Surveys,Questionnaires,Correlation,Student Motivation,Majors (Students),Self Efficacy,Goal Orientation,Self Concept,Measures (Individuals),Engineering,Student Projects,Learning Activities,Career Choice,Learning Motivation,High School Students,Engineering Education,Design,Technology Education,Science Curriculum,Scientific Concepts,Scientific Principles,Federal Aid,Teaching Methods,Instructional Effectiveness,Data Analysis,Comparative Analysis

The objective of this study was to evaluate grade 9-12 students' motivation while engaged in two different engineering design projects: marble-sorter and bridge designs. The motivation components measured in this study were focused on students' intrinsic (IGO) and extrinsic (EGO) goal orientations, task value (TV), self-efficacy for learning and performance (SELP), and control belief (CB). After finishing each project, students were asked to complete an Engineering Design Questionnaire (EDQ) survey instrument. The instrument consisted of 26 items modified from motivational scales of the Motivated Strategies for Learning Questionnaire (MSLQ). Besides the motivational scales, five demographic and two open-ended questions exploring students' most and least motivating aspects about their designs were added to the instrument. From the statistical tests, the results showed a significant difference on students' IGO during marble-sorter and bridge design activities. Students' intrinsic goal orientation was significantly higher on bridge design than marble-sorter design. Students who planned to major in engineering or technology education were more significantly motivated working on the two design activities than those who whose majors were in other areas. Students' EGO did not appear to be correlated to their IGO, TV, SELP, and CB. Common themes associated with student motivation in the activities are presented in this report. (Contains 28 tables.)
A Case Study of the Implementation of an Engineering Program into a High School Technology Education Classroom. Research in Engineering and Technology Education
Author: Shumway, Steven
Date: 2009-00-00
Type: Reports - Research
Subjects: Secondary School Teachers,Academic Standards,Observation,Selection Criteria,Engineering Education,Engineering,Technology Education,Pedagogical Content Knowledge,Educational Policy,Educational Environment,Workshops,Inservice Teacher Education,Case Studies,Curriculum Implementation,Curriculum Development,Barriers,Design,STEM Education,Science Curriculum,Secondary School Curriculum,Federal Aid,Interviews

Using a case study format, the authors' objective was to collect data related to the following research questions: (1) What criteria do teachers and districts use when selecting engineering design experiences for infusion into high school classes and which of these criteria are most effective?; and (2) What issues, opportunities, and constraints do teachers confront as they infuse engineering concepts into technology education? Findings include: (1) It is imperative that the teacher have a passion for technology beyond mere subject expertise and be willing to include contemporary techniques, tools, processes, and issues in the course; (2) Teachers need to ensure their administrators understand the need to have a contemporary technology education program focused on engineering; (3) Teachers need to be aware of contemporary technology and engineering education issues, trends, processes, techniques, standards, and tools; and (4) There will be obstacles when making the transition to (or adopting a new) technology and engineering program, however, they are limited to issues of facilities, administrative concerns, teacher training, and pedagogical issues.
Critical Features of Engineering Design in Technology Education. Research in Engineering and Technology Education
Author: Asunda, Paul A.
Date: 2007-00-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Design,Technology Education,STEM Education,Elementary Secondary Education,Federal Aid,Course Descriptions,Curriculum Evaluation,Scoring Rubrics,College Faculty,Semi Structured Interviews,Case Studies,Data Analysis,Phenomenology,Learning Activities,Evaluation Criteria

The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education. (Contains 1 table and 2 figures.)
Critical Inquiry into Urban African American Students' Perceptions of Engineering. Research in Engineering and Technology Education
Author: Denson, Cameron D.
Date: 2007-00-00
Type: Reports - Research
Subjects: Semi Structured Interviews,Qualitative Research,Student Attitudes,African American Students,Engineering,High School Students,Urban Schools,Critical Theory,Achievement Gap,Action Research,Participatory Research,Engineering Education,STEM Education,Federal Aid,Career Choice

The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce &quot;emergent themes&quot; from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering. (Contains 1 footnote.)
Delivering Core Engineering Concepts to Secondary Level Students. Research in Engineering and Technology Education
Author: Merrill, Chris
Date: 2007-00-00
Type: Reports - Research
Subjects: Quasiexperimental Design,Statistical Analysis,Secondary School Teachers,Engineering,Curriculum Development,Curriculum Implementation,Technological Literacy,Technology Education,High School Students,Scientific Concepts,Inservice Teacher Education,Preservice Teacher Education,Workshops,Pedagogical Content Knowledge,Units of Study,Instructional Design,Engineering Education,Design,STEM Education,Science Curriculum,Secondary School Curriculum,Federal Aid,Course Descriptions,Curriculum Evaluation,Instructional Materials,Scoring Rubrics,Teaching Methods,Instructional Effectiveness,Mixed Methods Research,Pretests Posttests,Focus Groups

Within primary and secondary school technology education, engineering has been proposed as an avenue to bring about technological literacy. Different initiatives such as curriculum development projects (i.e., Project ProBase and Project Lead The Way) and National Science Foundation funded projects such as the National Center for Engineering and Technology Education (NCETE) have been developed to infuse engineering into primary and secondary education. Through the efforts of 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. One of NCETE's five technology teacher professional development institutions (Illinois State University) has focused exclusively on the delivery of these COPA concepts. These concepts have emerged as distinctly important. At Illinois State University, two cohorts of practicing and pre-service technology teachers have engaged in professional development workshops to become better prepared to deliver engineering concepts to their students. Through discussions about the nature of engineering and engineering design, how it differs from technology education processes, and the necessary conceptual and procedural knowledge, COPA was identified as necessary for the delivery of engineering design. Empirical knowledge is needed to better understand how to increase student learning of COPA. This study seeks 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, pre-test post-test no control group design, this study explores the extent to which students understood and were able to demonstrate an understanding of COPA. It is believed that through this strong conceptual base, a better understanding of engineering and engineering design can be achieved. (Contains 3 tables.)
Teaching Arabic and the Preparation of Its Teachers before Service in the Kingdom of Saudi Arabia
Author: Alghamdi, Ahmed Hassan
Date: 2012-03-00
Type: Journal Articles
Subjects: Semitic Languages,Foreign Countries,Public Education,Language Teachers,Preservice Teacher Education,Curriculum,Educational Change,Teaching Methods,Teacher Education Programs,Government Role,Course Content

This article aims at discussing facts regarding teaching Arabic, and the curriculum for doing so in the Kingdom of Saudi Arabia, in order to convey the attention that the Ministry of Education has paid to the teaching and learning of Arabic in public education. It also shows  the different developments that have occurred in the contents of the Arabic curriculum. On the other hand, it pays much attention to analysing the preparation of Arabic language teachers before service, in order to expose the realities, problems, obstacles, and challenges that have confronted them. (Contains 1 table.)
BC International-Student K-12 Enrolment and Tuition Fees in Decline: Update, 2009-10. BCTF Research Report. Section V. 2011-EF-01
Author: Kuehn, Larry
Date: 2011-01-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Declining Enrollment,Tuition,Public Schools,School Districts,Income,Educational Equity (Finance),Economic Impact,Elementary Secondary Education

The years of ever-increasing revenue from international students appear to have come to an end. Data show that the number of international students and the revenue they generated rose annually throughout the first years of the past decade; however, enrolment and associated fee revenue for school districts reached its highest level in 2007-2008, and has declined in the two years since then. Revenue information is gathered from Schedule 2 of school-district audited financial statements as of June 30 of each year. Student numbers are drawn from ministry Student Statistics reports, which show that the headcount of non-resident students enrolled in British Columbia (BC) public schools in September 2009 was 9,014. Not surprisingly, reduced district revenue from fees followed the pattern of downturn in the global economy. Total provincial international-student-fee revenue of $121,019,957 for 2009-2010 was down $8,087,998 from the high of $129,107,955 in 2007-2008. International students can enrich the education of BC students by producing more diversity and rich experiences in classrooms. However, concerns have been raised by teachers. In some cases, students are simply assigned to classes, adding to the class size without additional supports. These practices can leave the international students without the ESL support they need and presumably are expecting. When the teacher does respond to their particular needs, this may reduce the attention they can provide to all the other students in the class. Districts that generate significant revenues from international-student enrolments are better able to offset the budget shortfalls currently plaguing school districts across the province. Districts without these additional revenues are left to further cut core services and close schools to balance district budgets. In other words, the current funding practices of the provincial government are creating pressures within the public system that are reinforcing systemic inequalities between upper/middle/low-income communities as well as urban/rural communities. (Contains 1 table and 1 footnote.)
Budget Update: &quot;Budget 2011&quot; Not Enough to Resolve Funding Crisis. BCTF Research Report. Section V. 2011-EF-02
Author: White, Margaret
Date: 2011-02-00
Type: Reports - Research
Subjects: Educational Finance,Foreign Countries,Population Growth,Public Education,Elementary Secondary Education,Research Reports,Budgets,Funding Formulas,Financial Problems,Financial Support,Declining Enrollment,Enrollment Projections,Enrollment Rate,Enrollment Trends,Politics of Education,Educational Policy,Educational Development

Each budget year, the Ministry of Education responds to concerns about chronic underfunding of public education by asserting that the ministry is providing its &quot;highest funding ever&quot; during a sustained period of declining student enrolment. This assertion of the &quot;highest funding ever&quot; continues in &quot;Budget 2011,&quot; ignoring the evidence of a systemic structural shortfall in education funding. Nor does &quot;Budget 2011&quot; acknowledge that education is receiving a diminishing share of the provincial budget. The percentage of the provincial budget going to the K-12 education system fell steadily from 19.67% in 2001-2002 to 15.34% in 2009-2010. If funding for K-12 education in 2010-2011 was restored to the 2001-2002 ratio of 19.67%, an additional $1.5 billion in funding would be available for public education. The British Columbia (BC) Ministry of Education continues to justify current funding levels by noting the decline in student enrolment over the last decade, yet education and population statistics clearly indicate a trend of increasing enrolment in the coming years. The number of FTE students enrolled in public schools increased by 2,595.6 FTE students between 2009-2010 and 2010-2011. Kindergarten enrolment is projected to increase by almost 7,000 students over the next 10 years, from 36,003 students in 2010-2011 to 42,933 in 2019-2020. A 2010 report by BC Stats forecasts population growth for children and youth up to the age of 15 over the next 10 years. Nor is a period of declining enrolment a justification for eroding learning support for students. Other provinces in Canada also experienced declining enrolment in the last decade but did not make drastic cuts to numbers of educators in the way BC did. The BC government could have chosen to use a period of declining enrolment as an opportunity to address the unmet needs in the education system by offering smaller classes, clearing up wait lists for assessments, and increasing learning support for special needs and other unique student groups. (Contains 3 tables, 1 chart and 30 footnotes.)
Education Funding. &quot;A Brief to the&quot; Select Standing Committee on Finance and Government Services from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2011-09-15
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Foreign Countries,Public Education,Research Reports,Teacher Associations,Teacher Attitudes,Public Schools,Student Diversity,Special Needs Students,English Language Learners,Class Size,Educational Quality,Compensation (Remuneration),Teacher Salaries,Salary Wage Differentials,Funding Formulas,Evidence,Student Needs,Educational Policy

This brief presents the views of the members of the British Columbia Teachers' Federation on the provincial government's budget to the Select Standing Committee on Finance and Government Services. It is a crucial time for public education in British Columbia and they take very seriously the chance to provide information and their perspective on the relationship between the budget and the needs of students and teachers. This brief presents evidence of the challenge that faces them all and they hope the Committee will examine the details in the statistics and charts in the second section of this brief. (Contains 16 footnotes.)
The Dearth (Or Is It the Death?) of Discourse in the United States: What Does Diane Ravitch Say about Educational Change, and Why Is There so Little Response? BCTF Research Report. Section XII. 2011-EI-02
Author: Naylor, Charlie
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Educational Change,Criticism,Federal Legislation,Educational Legislation,Educational Practices,Social Influences,Authors,Reputation,Public Officials,Attitude Change,School Choice,Charter Schools,Merit Pay,Evidence,Accountability,Academic Achievement,Politics of Education,Government School Relationship,Educational Research

Diane Ravitch's book, &quot;The death and life of the great American school system,&quot; is an exploration and critique of educational change in the United States since the report &quot;A Nation at Risk&quot; in 1983 and more specifically since the passing of the No Child Left Behind legislation in January, 2002. Arguably, there are several reasons for Ravitch's influence which may account for the current and considerable interest in her work. The first is that she occupied the position of Assistant Secretary in charge of Educational Research and Evaluation in the senior George Bush's Republican administration. The second is that she has changed her mind in terms of many of the initiatives she once supported, including school choice, charters, merit pay and accountability. The third is that she has articulated a critique of the changes with a sharp intellect and with considerable evidence, directly challenging not only successive Republican and Democratic governments but also taking on what she terms &quot;the Billionaire Boys' Club&quot; of Bill Gates, the Walton (Walmart) family, and Eli Broad. In spite of the range and depth of Ravitch's critique, there appears to be a strangely silent or minimal reaction from those she criticizes. While there have been some responses to Ravitch's arguments, there has been a surprisingly low level of discourse about the issues she raises. (Contains 18 footnotes.)