DOCSLIB.ORG

Business Education in the 1970S—A Venture Demanding Cooperation, 1969 10

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Business Education in the 1970S—A Venture Demanding Cooperation, 1969 10 PCBEE Policy Statements PCBEE - A Journey Through Time with Timely Topics List of Members of the Policies Commission Statements 1. A Proposal for Business-Economic Education for American Secondary Schools, 1961 2. This We Believe About Business Education in the High School, 1961 3. The Counselor and Business Education, 1963 4. The Vocational Education Act of 1963 and Suggested Lines of Action Relating to Vocational Education for Business and Office Occupations, 1964 5. Business Education for the College-Bound Student, 1964 6. Guidelines for Curriculum Planning in Business Education for Secondary Schools, 1964 7. Suggestions for Regional and State Business Education Organizations, 1965 8. The Role of Research in Business and Office Education, 1967 9. Business Education in the 1970s—A Venture Demanding Cooperation, 1969 10. The Role of Business Education in Economic Education, 1969 11. This We Believe About Business Education in the Secondary School, 1970 12. This We Believe About the Expanding Leadership and Planning Role of Business Educators in Developing a Total Vocational Program in Cooperation with Other Vocational Educators and General Educators, 1971 13. This We Believe About the Expanding Leadership and Planning Role of the Business Educator in General Education, 1971 14. This We Believe About the Multiple Roles of the Business Educator, 1972 15. This We Believe About the Preparation and Certification of Business Teachers, 1972 16. This We Believe About the Role of Business Education in Career Education, 1973 17. This We Believe About the Role of Business Education in Consumer Education, 1973 18. This We Believe About the Role of the Business Educator in Public Relations, 1974 19. This We Believe About Implementing Individualization of Instruction in Business Education, 1974 20. This We Believe About Professionalism in Business Education, 1975 21. This We Believe About the Meaning of the American Work Ethic, 1975 22. This We Believe About Competency-Based Education, 1976 23. This We Believe About the Mission of Business Education, 1977 24. This We Believe About the Role of Work Experience in the Preparation/Education of Business Teachers, 1979 25. This We Believe About Free Enterprise, 1979 26. This We Believe About The Role of Business Education in the Teaching of Basic Skills to Meet Graduation Requirements, 1980 27. This We Believe About the Role of Business Education in Adult and Continuing Education, 1980 28. This We Believe About the Rights and Responsibilities of Business Educators in Mainstreaming, 1980 29. This We Believe About the Value of a Business Education, 1981 30. This We Believe About the Role of Student Organizations in Business Education, 1982 Position Paper: Information Processing in Business Education, 1982 31. This We Believe About Word Processing, 1983 32. This We Believe About Business Data Processing, 1983 33. This We Believe About Personal Finance, 1983 34. This We Believe About Computer Literacy, 1984 35. This We Believe About Keyboarding, 1984 36. This We Believe About the Teaching of Business Communication, 1984 37. This We Believe About the Role of Business Education in the Comprehensive High School, 1985 38. This We Believe About Linkages with Business, 1985 39. This We Believe About the Future of Business Education, 1986 40. This We Believe About the Role of Business Educators in Influencing Legislation, 1986 41. Business Teacher Education: A Commitment to Excellence, 1987 42. This We Believe About the Role of Business Educators in Teaching Entrepreneurship, 1987 43. This We Believe About Research in Business Education, 1987 44. This We Believe About Business Teacher Education, 1988 45. This We Believe About the Promotion of Business Education, 1988 46. This We Believe About the Impact of Change Due to Information Technologies, 1989 47. This We Believe About the Role of Business Education as a Component of General Education, 1989 48. This We Believe About the Role of the Business Education State Supervisor, 1990 49. This We Believe About At-Risk Students in the Business Education Program, 1990 50. This We Believe About Valuing Cultural Diversity in Business Education, 1991 51. This We Believe About Teaching Ethics For Business, 1992 52. This We Believe About the Role of Business Education in the Global Marketplace, 1992 53. This We Believe About the Role of Business Education in Technology 54. This We Believe About the Role of Business Education in Tech Prep, 1993 55. This We Believe About Business Programs in Community Colleges, 1994 56. This We Believe About the Role of Business Education in Developing Higher-Order Thinking Skills, 1994 57. The Evolving Vision of Education For and About Business, 1995 58. This We Believe About the Emerging Role of Business Education in Human Resource Development, 1996 59. This We Believe About Assessing Student Achievement in Business Education, 1996 60. This We Believe About the Professional Development of Business Educators, 1997 61. This We Believe About the Delivery of Business Education, 1997 62. This We Believe About the Role of Standards for Business Education, 1998 63. This We Believe About the Relationship Between Business Education and Students’ Transition to Work, 1998 64. This We Believe About the Role of Business Education At All Educational Levels, 1999 65. This We Believe About Distance Learning in Business Education, 1999 66. This We Believe About Electronic Business in Business Education, 2000 67. This We Believe About Teaching the Soft Skills: Human Relations, Self-Management, and Workplace Enhancement, 2000 68. This We Believe About the Emerging Roles of the Business Educator, 2001 69. This We Believe About the Role of Business Education in Financial Education, 2001 70. This We Believe About the Need for Partnerships in Business Education, 2002 71. This We Believe About the Need for Business Education, 2002 72. This We Believe About Industry Certification, 2003 73. This We Believe About Computer-Input Technologies, 2003 74. This We Believe About Business Education in a Global Environment, 2004 75. This We Believe About Enabling and Enhancing Education Experiences Through E-Learning, 2004 76. This We Believe About Business Education as Core Academic Content, 2005 77. This We Believe About Work-Based Learning, 2005 78. This We Believe About Business Teacher Education Programs, 2006 79. This We Believe About the Value of Professional Associations, 2006 80. This We Believe About Rigor in Business Education, 2007 81. This We Believe About Interdisciplinary Teaching, 2007 82. This We Believe About the Value of Career Clusters in Business Education, 2008 83. This We Believe About the Transformation and Future of Business Education, 2008 84. This We Believe About the Induction and Mentoring of New Business Teachers, 2009 85. This We Believe About Virtual Learning Environments, 2009 86. This We Believe About Generativity in Business Education, 2010 87. This We Believe About Virtual Professional Development, 2010 88. This We Believe About Personal Financial Literacy, 2011 89. This We Believe About Ethics in a Virtual Environment, 2011 90. This We Believe About Civility in Educational Environments, 2012 91. This We Believe About Social Media in Education, 2012 92. This We Believe About the Importance of Professional Associations to the Future of Business Education, 2013 93. This We Believe About Generational Issues in Education and the Workforce, 2013 94. This We Believe About New and Emerging Instructional Strategies, 2014 95. This We Believe About the Importance of Business Education in the Classroom, 2014 96. This We Believe About Diversity in Business Education, 2015 97. This We Believe About Business Education in Career Academies, 2015 98. This We Believe About the Role of Business Education in College and Career Readiness, 2016 99. This We Believe About the Role of Business Education in STEM, 2016 100. The Future of Professional Collaboration in Business Education for Excellence, 2017 Comments from Executive Director PCBEE - A Journey Through Time with Timely Topics April 2017 The Policies Commission on Business and Economic Education (PCBEE) is celebrating the faculty, administrators, and supporters of business and economic education from throughout the United States and Canada who represent: • 58 years of distinguished commitment to business education, • 100 “This We Believe...” statements on important topics to the profession, and over • 294 participants from all levels of education within the discipline. Traditionally, the Commission has written two statements per year, but to honor the historic 100th statement, the Commission members voted to put all efforts towards the topic “The Future of Professional Collaboration in Business and Economic Education (PCBEE).” Just in my 11 years as a representative and most recently as Executive Director, I have witnessed the passion, dedication, wisdom, and enthusiasm exhibited by the Commission members. Each year brings a fresh perspective as each sponsoring agency (ACTE/BE, ARBE-DPE, NABTE, and NBEA) chooses their best and brightest professionals to represent their associations for the writing of the statements. I have also had the pleasure of meeting past Commission members, all of whom continue to be the movers and shakers in the business education discipline. The Commission has a rich heritage. You may have heard the stories of the early days when the writing and discussions all had to take place through mail and in person at the NBEA Conference. The notes and drafts were done with shorthand, typewriters, carbon paper, etc., and the Commission members spent many hours into the night drafting the statements in a period of only two to three days. Today, the statements are developed via e-mail or through Google Docs, teleconference calls, and Web chats as well as the face- to-face meetings just prior to the NBEA convention. Changes are tracked in real time and shared via the Internet through computers, cell phones, and other mobile devices for instant changes in content and format. Research is conducted quickly through Internet searches that provide a rich source of current information on a myriad of topics.
Load more

Recommended publications
  • Educating Preschool Teachers: Mapping the Teacher Preparation And
    EDUCATING PRESCHOOL TEACHERS: MAPPING THE TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT SYSTEM IN NEW JERSEY Carrie Lobman, Sharon Ryan, Jill McLaughlin, & Debra J. Ackerman Graduate School of Education Rutgers, The State University of New Jersey 10 Seminary Place New Brunswick, New Jersey 080901 732-932-7496 ext 8116 Financial support for this study was provided by the Foundation for Child Development New York City. ACKNOWLEDGEMENTS The authors greatly acknowledge the participation of the representatives from the agencies surveyed for this study. This report would also not be possible without the research assistance of Joanne Curcio, Laura Weinstein and the statistical expertise of Hao Song, Wei Shao, and Mei Guo. The authors also wish to thank the following individuals: Elissa Lombardo, New Jersey City University Art Marshall, Brookdale Community College Florence Nelson, New Jersey Professional Development Center Karen Nemeth, New Jersey Association of Childcare Resource and Referral Agencies Mary O’Connell, Childcare Services of Monmouth County Kathy Priestley, New Jersey Department of Education Muriel Rand, New Jersey City University Cynthia Rice, Association for Children of New Jersey Fasaha Traylor, Foundation for Child Development 2 CONTENTS Executive Summary ……………………………………………………………………………..4 Introduction ……………………………………………………………………………………..8 Background ……………………………………………………………………………………10 Methodology ……………………………………………………………………………………12 Sample ……………………………………………………………………………12 Data Collection ……………………………………………………………………13 Data Analysis
    [Show full text]
  • Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges
    2019 9th International Conference on Management, Education and Information (MEICI 2019) Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges Yalun Qin, and Bin Liu Yunnan College of Foreign Affairs and Foreign Language, Kunming, Yunnan 651700 Keywords: Private higher vocational colleges; Preschool education; Professional construction Abstract: Social development has promoted the development of education. At the same time, people pay more and more attention to preschool education, and put forward higher requirements for the ability and quality of preschool education talents. In order to improve the professionalism and professionalism of talents, private higher vocational colleges should start from the needs of social development, effectively innovate and adjust the construction of preschool professional education, and improve the effectiveness and pertinence of teaching. This paper starts with analyzing the weak links in the construction of preschool education in private higher vocational colleges, and puts forward the ways to build preschool education. 1. Introduction Private higher vocational education is an important part of education work and plays an irreplaceable role in cultivating professional and practical talents. In the construction of preschool education, private higher vocational colleges should start from the actual needs of social development and carry out necessary innovations and reforms in professional teaching to ensure the practicability and reliability of personnel training. Due to the influence of many factors, there are still some problems in the construction of pre-school education in private higher vocational colleges. This affects the professional development and hinders the long-term development of talents. Therefore, it is very necessary and important to strengthen professional construction.
    [Show full text]
  • CENTERS for INTERNATIONAL BUSINESS EDUCATION and RESEARCH Authorized Under Title VI, Part B of the Higher Education Act COMPILAT
    CENTERS FOR INTERNATIONAL BUSINESS EDUCATION AND RESEARCH Authorized under Title VI, part B of the Higher Education Act COMPILATION OF GRANT PROPOSAL ABSTRACTS 2002-2006 International Education and Graduate Programs Service U.S. Department of Education Washington, D.C. 20202-5331 1990 K Street, NW Washington, D.C. 20006-8521 Susanna C. Easton, Program Administrator LIST OF FUNDED CIBERS Brigham Young University Columbia University Duke University Florida International University Georgia Institute of Technology Indiana University Michigan State University Ohio State University Purdue University San Diego State University Temple University Texas A&M University Thunderbird, The American Graduate School of International Management University of California at Los Angeles University of Colorado at Denver University of Connecticut University of Florida University of Hawai’i at Manoa University of Illinois at Urbana-Champaign University of Kansas University of Memphis University of Michigan University of North Carolina-Chapel Hill University of Pennsylvania University of Pittsburgh University of South Carolina University of Southern California University of Texas-Austin University of Washington University of Wisconsin-Madison i BRIGHAM YOUNG UNIVERSITY CENTER FOR INTERNATIONAL BUSINESS EDUCATION AND RESEARCH BRIGHAM YOUNG UNIVERSITY ABSTRACT A special Business Week issue on management education (May 7, 2001, 68-69) contends that globalization is one of the five key curricular issues of U.S. business schools. However, business schools should “skip the lip service and put professors and students on the ground in lesser known countries.” Current and future global managers must address the critical issues of poverty in the Third World, human rights differences, open and free trade, respect for regulations and laws, terrorism prevention, and the use of technology to generate growth.
    [Show full text]
  • Business Education 8 to 10
    BUSINESS EDUCATION 8 TO 10 Integrated Resource Package 1997 Ministry of Education, Skills and Training IRP 055 Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act. TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface . III INTRODUCTION TO BUSINESS EDUCATION 8 TO 10 Why Business Education? . 1 What is Business Education? . 1 Curriculum Overview . 3 Curriculum Organizers . 5 Suggested Instructional Strategies . 8 Considerations for Instruction in Business Education . 8 Suggested Assessment Strategies . 11 Integration of Cross-Curricular Interests . 12 Learning Resources . 13 Planning Your Program . 13 THE BUSINESS EDUCATION 8 TO 10 CURRICULUM Grade 8 . 18 Grade 9 . 28 Grade 10 . 38 BUSINESS EDUCATION 8 TO 10 APPENDICES Appendix A: Prescribed Learning Outcomes .
    [Show full text]
  • Voluntary National Content Standards in Economics 2Nd Edition Voluntary National Content Standards in Economics
    Voluntary national ContEnt StandardS in EConomics 2nd Edition Voluntary national ContEnt StandardS in EConomics 2nd Edition WRITING COMMITTEE ACKNOWLEDGMENTS John Siegfried, Writing Committee Chair Many individuals reviewed the Voluntary National Vanderbilt University Content Standards in Economics, 2nd Edition. The individuals listed below provided special assistance Alan Krueger, Writing Committee Co-Chair in helping develop the content of the standards. Through February 2009 Princeton University Stephen Buckles Vanderbilt University Susan Collins University of Michigan Bonnie Meszaros University of Delaware Robert Frank Cornell University James O’Neill University of Delaware Richard MacDonald St. Cloud State University Robert Strom Ewing Marion Kauffman Foundation KimMarie McGoldrick University of Richmond John Taylor Stanford University George Vredeveld University of Cincinnati FUNDING The Council for Economic Education gratefully acknowledges the funding of this publication by the United States Department of Education, Office of Innovation and Improvement, Excellence in Economic Education: Advancing K-12 Economic & Financial Education Nationwide grant award U215B050005-08. Any opinions, findings, conclusions, or recommendations expressed in the publication are those of the authors and do not necessarily reflect the view of the U.S. Department of Education. Copyright © 2010, Council for Economic Education, 122 East 42 Street, Suite 2600, New York, NY 10168. All rights reserved. The Content Standards and Benchmarks in this document may be reproduced for non-commercial educational and research purposes. Notice of copyright must appear on all pages. Printed in the United States of America. ISBN 978-1-56183-733-5 5, 4, 3, 2, 1 ii Voluntary national Content StandardS IN eCONOMiCS Contents PREFACE . v FOREWORD TO THE FIRST EDITION .
    [Show full text]
  • Vocational Pedagogy What It Is, Why It Matters and What We Can Do About It
    Vocational Pedagogy What it is, why it matters and what we can do about it Bill Lucas1 Background Note for UNESCO-UNEVOC e-Forum May 2014 1 Correspondent – Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, [email protected]. This paper draws substantially on work commissioned by City & Guilds and published as: Lucas, B., Spencer, E., and Claxton, G (2012) How to teach vocational education: a theory of vocational pedagogy. London: City & Guilds. We have subsequently explored some of the leadership implications in: Lucas, B. and Claxton, G. (2013) Pedagogic Leadership: Creating cultures and practices for outstanding vocational learning. London: 157 Group Vocational Pedagogy In this short paper I am hoping to stimulate discussion about five questions: 1. Do certain vocational subjects have ‘signature pedagogies’? 2. What are the desired learning outcomes for TVET? 3. Which learning and teaching methods work best in TVET? 4. How can VET teachers become more confident and competent in vocational pedagogy? 5. What are the leadership implications of a sustained focus on vocational pedagogy? When I use the term ‘vocational pedagogy’ I mean ‘the science, art and craft of teaching and learning vocational education’. Or you could say more simply that vocational pedagogy is the sum total of the many decisions which vocational teachers take as they teach, adjusting their approaches to meet the needs of learners and to match the context in which they find themselves. Vocational pedagogy is under-researched and under-theorised, and our work seeks to redress this fact. Indeed Vocational Education and Training (VET) is all too often seen as the ‘poorer cousin’ of academic education.
    [Show full text]
  • Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten
    Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2010 Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten Ruth Jane Liebschutz Moore Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Moore, Ruth Jane Liebschutz, "Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten" (2010). All Graduate Theses and Dissertations. 790. https://digitalcommons.usu.edu/etd/790 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. UTAH KINDERGARTEN TEACHERS’ CHALLENGES AND CONCERNS ABOUT TEACHING KINDERGARTEN by Ruth Jane Liebschutz Moore A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Family, Consumer, and Human Development Approved: _______________________ _______________________ Shelley L. Knudsen Lindauer, Ph.D. Linda Skogrand, Ph.D. Major Professor Committee Member _______________________ _______________________ Kaelin M. Olsen, M.S. Byron R. Burnham, Ed.D. Committee Member Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2010 11 Copyright © Ruth Jane Liebschutz Moore 2010 All Rights Reserved III ABSTRACT Utah Kindergarten Teachers' Challenges and Concerns about Teaching Kindergarten by Ruth Jane Liebschutz Moore, Master of Science Utah State University, 2010 Major Professor: Dr. Shelley L. Knudsen Lindauer Department: Family, Consumer, and Human Development This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching.
    [Show full text]
  • Investing in Children: Business Leadership in Early Childhood Education
    Investing in Children: Business Leadership in Early Childhood Education A Tradition of Engaging Business Leaders Since 1942, the Committee for Economic Development (CED) has been at the forefront of business engagement in public policy. CED’s pioneering leadership in advancing Advancing Business quality child care and early education has been a defining chapter of its long tradition of promoting business statesmanship and employing the best of business thinking in Leadership the nation’s pursuit of economic growth and stability. Our business leaders have an acute understanding of the importance of this foundation, and how it is related to the Business leaders have an acute development of a well-educated workforce in supporting a strong economy and keeping understanding of the importance of a America globally competitive. well-educated workforce to support a strong economy, keep America With tools provided by CED, corporate leaders have traveled nationwide and globally competitive, and ensure a internationally speaking to audiences of business and civic leaders about the importance vibrant democracy. of investing in children and families. CED’s network of over 200 Trustees have directed and endorsed CED’s long history of research reports connecting the importance of early In CED’s 2012 report, Unfinished learning to the strength of the workforce and economic development. Business, CED called for a national strategy to ensure that all children CED’s reports include: Innovation in Education: New Directions for the American School have access
    [Show full text]
  • Technical Vocational Education Program Reauthorization 2017
    University of Alaska Technical Vocational Education Program Reauthorization 2017 A report prepared for the Alaska Legislature by the University of Alaska Office of Workforce Programs Contents Letter to Alaska Legislature .......................................................................................................3 Program Overview & Funding Allocations ...............................................................................4 Highlights UAA........................................................................................................................................5 UAF ........................................................................................................................................6 UAS ........................................................................................................................................7 Appendices .................................................................................................................................8 Resolutions Department of Labor & Workforce Development Legislative FY16 TVEP Distributions State of Alaska Tax Flow Chart Fred Villa 202 Butrovich Building Associate Vice President 910 Yukon Drive, Suite 202 Workforce Development PO Box 755010 Phone: (907) 450-8008 Fairbanks, AK 99775-5010 Fax: (907) 450-8002 [email protected] To: Alaska State Legislature From: Fred Villa, AVP in Academic Affairs for Workforce Programs Date: January 9, 2017 Re: TVEP Reauthorization 2017 On behalf of the University of Alaska system, I would like to
    [Show full text]
  • Does Economics and Business Education Wash Away Moral Judgment Competence?
    J Bus Ethics DOI 10.1007/s10551-016-3142-6 Does Economics and Business Education Wash Away Moral Judgment Competence? 1 1 2 Katrin Hummel • Dieter Pfaff • Katja Rost Received: 30 October 2015 / Accepted: 21 March 2016 Ó Springer Science+Business Media Dordrecht 2016 Abstract In view of the numerous accounting and cor- Keywords Economics and business education Á Moral porate scandals associated with various forms of moral judgment competence Á Moral reasoning Á Self-selection misconduct and the recent financial crisis, economics and effect Á Treatment effect business programs are often accused of actively con- tributing to the amoral decision making of their graduates. Abbreviations It is argued that theories and ideas taught at universities CMD Cognitive moral development engender moral misbehavior among some managers, as DIT Defining issues test these theories mainly focus on the primacy of profit-max- MJC Moral judgment competence imization and typically neglect the ethical and moral MCT Moral competence test dimensions of decision making. To investigate this criti- cism, two overlapping effects must be disentangled: the self-selection effect and the treatment effect. Drawing on Introduction the concept of moral judgment competence, we empirically examine this question with a sample of 1773 bachelor’s The recent economic and financial crisis as well as and 501 master’s students. Our results reveal that there is accounting and corporate scandals over the last decades neither a self-selection nor a treatment effect for economics such as Enron (2001), WorldCom (2002), Global Crossing/ and business studies. Moreover, our results indicate that— Qwest (2002), Merck & Co. (2002), AOL Time Warner regardless of the course of studies—university education in (2002), Tyco International (2002), Computer Associates general does not seem to foster students’ moral (2004), Swissair (2001), Ahold (2003), YLine (2003), development.
    [Show full text]
  • Extended Instruction in Business Courses to Enhance Student Achievement in Math Lessie Mcnabb Houseworth Walden University
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Extended Instruction in Business Courses to Enhance Student Achievement in Math Lessie McNabb Houseworth Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Other Education Commons, and the Science and Mathematics Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Lessie Houseworth has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Calvin Lathan, Committee Chairperson, Education Faculty Dr. Jennifer Brown, Committee Member, Education Faculty Dr. Amy Hanson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Extended Instruction in Business Courses to Enhance Student Achievement in Math by Lessie M. Houseworth EdS, Walden University, 2010 MS, Indiana University, 1989 BS, Indiana University, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University March 2015 Abstract Poor achievement on standardized math tests negatively impacts high school graduation rates. The purpose of this quantitative study was to investigate if math instruction in business classes could improve student achievement in math. As supported by constructivist theory, the students in this study were encouraged to use prior knowledge and experiences to make new connections between math concepts and business applications.
    [Show full text]
  • Professional Standards and Competencies for Early Childhood Educators
    Professional Standards and Competencies for Early Childhood Educators Effective early childhood educators are critical for realizing the early childhood profession’s vision that each and every young child, birth through age 8, have equitable access to high-quality learning and care environments. As such, there is a core body of knowledge, skills, values, and dispositions early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children. Disponible en Español: NAEYC.org/competencias A Position Statement Held on Behalf of the Early Childhood Education Profession Adopted by the NAEYC National Governing Board November 2019 Professional Standards and Competencies for Early Childhood Educators 3 Introduction 4 Relationship of Five Foundational Position Statements 6 Purpose 6 The Position 7 Design and Structure 8 Professional Standards and Competencies 9 Summary 11 STANDARD 1: Child Development and Learning in Context 13 STANDARD 2: Family–Teacher Partnerships and Community Connections 15 STANDARD 3: Child Observation, Documentation, and Assessment 17 STANDARD 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices 20 STANDARD 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 24 STANDARD 6: Professionalism as an Early Childhood Educator Professional Standards and Competencies for Early Childhood Educators Copyright © 2020 by the National Association for the Education of Young Children. All rights reserved. Permissions
    [Show full text]