Effects of service-learning on student attitudes toward academic engagement and civic responsibility

This empirical study explored the impact of service-learning participation on high school students' attitudes toward academic engagement and civic responsibility. This study focused whether a group of high school students who participated in a service-learning project had more positive attitudes toward academic engagement and civic responsibility than their high school peers who did not participate in a service learning project. ^ Data were collected from 67 volunteer students as participants in grades 9–12. A service-learning treatment group of 34 high school students was examined relative to a comparison group of 33 high school students with similar demographic and academic characteristics. The investigator used questionnaires, an oral history/service-learning project, and interviews with the teacher-coordinators of the project to collect the data. The two surveys, one investigating high school students' attitudes about academic engagement, the other investigating high school students' attitudes toward civic responsibility, were administered in a pre-treatment/post-treatment design. There were 90 days between the pre-treatment and post-treatment administrations. A factor analysis of the civic responsibility instrument and multivariate analysis of gain scores were used to compare the means of the total aggregate scores of the treatment and comparison groups. Factor analysis was performed on the academic engagement instrument but it was determined that only the total scores could be used in subsequent analyses. Results were used to determine the efficacy of service-learning as interpreted in student attitudes toward academic engagement and student attitudes toward civic responsibility. ^ The study found no significant difference between the academic engagement and the civic responsibility attitudes of a high school service-learning project group and a high school comparison group with comparable school and similar demographic characteristics. One of the implications for educational practice and policy from the study results is a need to design and implement more powerful studies, studies implemented at many sites rather than just at two sites that were the basis of this study, and studies that investigate the research questions over longer time periods. Although it was not a focus of the study, the investigator concluded that service learning projects such as this might be more effective if they were better aligned with Dewey's principles. ^

Essays in economic growth, political economy and institutions

This dissertation analyzes the effects of political and economic institutions on economic development and growth.^ The first essay develops an overlapping-generations political economy model to analyze the incentives of various social groups to finance human capital accumulation through public education expenditures. The contribution of this study to the literature is that it helps explain the observed differences in the economic growth performance of natural resource-abundant countries. The results suggest that the preferred tax rates of the manufacturers on one hand and the political coalition of manufacturers and landowners, on the other hand, are equal to the socially optimal tax rate. However, we show that owners of natural resources prefer an excessively high tax rate, which suppresses aggregate output to a suboptimal level.^ The second essay examines the relationship between the political influence of different social classes and public education spending in panel data estimation. The novel contribution of this paper to the literature is that I proxy the political power and influence of the natural resource owners, manufacturers, and landowners with macroeconomic indicators. The motivation behind this modeling choice is to substantiate the definition of the political power of social classes with economic fundamentals. I use different governance indicators in the estimations to find out how different institutions mediate the overall impact of the political influence of various social classes on public education spending. The results suggest that political stability and absence of violence and rule of law are the important governance indicators.^ The third essay develops a counter argument to Acemoglu et al. (2010) where the thesis is that French institutions and economic reforms fostered economic progress in those German regions invaded by the Napoleonic armies. By providing historical data on urbanization rates used as proxies for economic growth, I demonstrate that similar different rates of economic growth were observed in the regions of France in the post-Napoleonic period as well. The existence of different economic growth rates makes it hard to argue that the differences in economic performance in the German regions that were invaded by the French and those that were spared a similar fate follow from regional differences in economic institutions.^

The American politics of a Jewish Judea and Samaria

This dissertation poses a set of six questions about one of the Israel Lobby's particular components, a Potential Christian Jewish coalition (PCJc) within American politics that advocates for Israeli sovereignty over "Judea and Samaria" ("the West Bank"). The study addresses: the profiles of the individuals of the PCJc; its policy positions, the issues that have divided it, and what has prevented, and continues to prevent, the coalition from being absorbed into one or more of the more formally organized components of the Israel Lobby; the resources and methods this coalition has used to attempt to influence U.S. policy on (a) the Middle East, and (b) the Arab-Israeli conflict in particular; the successes or failures of this coalition's advocacy and why it has not organized; and what this case reveals about interest group politics and social movements in the United States. This dissertation follows the descriptive-analytic case-study tradition that comprises a detailed analysis of a specific interest group and one policy issue, which conforms to my interest in the potential Christian Jewish coalition that supports a Jewish Judea and Samaria. I have employed participant observation, interviewing, content analysis and documentary research. The findings suggest: The PCJc consists of Christian Zionists and mostly Jews of the center religious denominations. Orthodox Jewish traditions of separation from Christians inhibit like-minded Christians and Jews from organizing. The PCJc opposes an Arab state in Judea and Samaria, and is not absorbed into more formally organized interest groups that support that policy. The PCJc's resources consist of support and funding from conservatives. Methods include use of education, debates and media. Members of the PCJc are successful because they persist in their support for a Jewish Judea and Samaria and meet through other organizations around Judeo-Christian values. The PCJc is deterred from advocacy and organization by a mobilization of bias from a subgovernment in Washington, D.C. comprising Congress, the Executive branch and lobby organizations. The study's results raise questions about interest group politics in America and the degree to which the U.S. political system is pluralistic, suggesting that executive power constrains the agenda to "safe" positions it favors.

The effects of paternal and maternal nurturance and involvement on young adult academic outcomes

The present study examines how mothering and fathering impact child academic outcomes in divorced and intact families, and if there are unique influences of mothering and fathering variables for sons and daughters. An ethnically diverse sample of 1,714 university students from Florida International University (n=1371) and Florida State University (n=343) responded to measures on a questionnaire that included the Nurturant Fathering and Mothering Scales (Finley & Schwartz, 2004; Schwartz & Finley, 2005; Finley & Schwartz, 2006), the Mother and Father Involvement Scales (Finley, Mira, & Schwartz, 2008), demographic measures, and academic outcome measures. In intact families, mothering and fathering variables were significantly correlated with each other, and positively correlated with child academic outcomes including grades, GPA, academic satisfaction, and academic importance. In divorced families, mothering and fathering variables were not correlated with each other. Furthermore, when analyzing divorced families, significant effects were found for both parent and child gender. Mothering variables were found to have the greatest positive impact for sons' academic outcomes. Maternal nurturance and maternal involvement were correlated positively with academic outcomes for sons from divorced families and accounted for 3-4% of the unique variance explained. Consistently, desired mother involvement, how much involvement the child wished they had received, was negatively correlated with academic outcomes for sons from divorced families and accounted for 10-15% of the unique variance explained. This means that when the amount of maternal involvement that sons in divorced families received matched or exceeded their desired level of involvement, sons had more positive academic outcomes including grades, GPA, satisfaction with academics and academic importance. This suggests that in intact family forms, nurturant and involved mothering and fathering have a positive effect on academic outcomes for sons and daughters. In divorced family forms, the effects of fathering on child academic outcomes were not significant. Therefore, in divorced families, the positive effects fathering on academic outcomes of sons and daughters drop out, and mothers are uniquely important for sons' academic success.^

Academic Experience and Personal Abilities in Analytical Chemistry Education

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

The Effects of Paternal and Maternal Nurturance and Involvement on Young Adult Academic Outcomes

The present study examines how mothering and fathering impact child academic outcomes in divorced and intact families, and if there are unique influences of mothering and fathering variables for sons and daughters. An ethnically diverse sample of 1,714 university students from Florida International University (n=1371) and Florida State University (n=343) responded to measures on a questionnaire that included the Nurturant Fathering and Mothering Scales (Finley & Schwartz, 2004; Schwartz & Finley, 2005; Finley & Schwartz, 2006), the Mother and Father Involvement Scales (Finley, Mira, & Schwartz, 2008), demographic measures, and academic outcome measures. In intact families, mothering and fathering variables were significantly correlated with each other, and positively correlated with child academic outcomes including grades, GPA, academic satisfaction, and academic importance. In divorced families, mothering and fathering variables were not correlated with each other. Furthermore, when analyzing divorced families, significant effects were found for both parent and child gender. Mothering variables were found to have the greatest positive impact for sons’ academic outcomes. Maternal nurturance and maternal involvement were correlated positively with academic outcomes for sons from divorced families and accounted for 3-4% of the unique variance explained. Consistently, desired mother involvement, how much involvement the child wished they had received, was negatively correlated with academic outcomes for sons from divorced families and accounted for 10-15% of the unique variance explained. This means that when the amount of maternal involvement that sons in divorced families received matched or exceeded their desired level of involvement, sons had more positive academic outcomes including grades, GPA, satisfaction with academics and academic importance. This suggests that in intact family forms, nurturant and involved mothering and fathering have a positive effect on academic outcomes for sons and daughters. In divorced family forms, the effects of fathering on child academic outcomes were not significant. Therefore, in divorced families, the positive effects fathering on academic outcomes of sons and daughters drop out, and mothers are uniquely important for sons’ academic success.

Motivation and Vocabulary Breadth in CLIL and EFL Contexts. Different age, Same Time of Exposure

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

The Internet as opportunity and challenge in contemporary social movements

This paper explores the relationship between the rise of “new” social movements (15-M and Occupy) and the Internet. The new social media gives rise to new kinds of social movements  which embed this technology from the moment of conception. The future of social movements will be characterised by movinets, which will have the effect of developing new efficient ways of activism. The movinets, with their embedded technology and capacity to circulate ideas among different spheres of reality, have a potential to alter the dynamics of social mobilisation.

My Attitudes and Beliefs about Different Types of Research

[Excerpt] In this issue’s “From the Editor,” I describe a new review policy and process for both authors and reviewers. Authors should find that this new policy and process provides them with faster editorial decisions, higher quality feedback, and greater clarity about required revisions, as well as greater freedom to disagree with reviewers and to write the papers they (the authors) want. Reviewers should find that this new policy and process saves them from having to review obviously flawed papers and from having to review different versions of the same paper over and over again.

Recommendations to Create a Systemic Approach to Improving the Teaching and Learning of Iowa History in Iowa’s K-12 Schools / Iowa History Advisory Council (2016)

Report from the Iowa History Advisory Council on the following goals related to the teaching of Iowa history: Identify the current status of the teaching of Iowa history and the resources available regarding K-12 Iowa history instruction. Identify current materials that are dedicated to the teaching of Iowa history at the K-12 level. Study how other states and organizations implement state and local history. Study best practices for the teaching and learning of state and local history. Develop appropriate academic standards related to Iowa history. Provide recommendations to advance the study of Iowa history at the K-12 level.

New Library-curated Faculty Profile Platform Launches Through bepress

As faculty needs evolve and become increasingly digital, libraries are feeling the pressure to provide relevant new services. At the same time, faculty members are struggling to create and maintain their professional reputations online. We at bepress are happy to announce the new SelectedWorks, the fully hosted, library-curated faculty profile platform that positions the library to better support faculty as well as the institution at large. Beverly Lysobey, Digital Commons and Resource Management Librarian, at Sacred Heart University, says: “Both faculty and administration have been impressed with the services we provide through SelectedWorks; we’re able to show how much our faculty really publishes, and it’s great for professors to get that recognition. We’ve had several faculty members approach us for help making sure their record was complete when they were up for tenure, and we’ve even found articles that authors themselves no longer had access to.” With consistent, organized, institution-branded profiles, SelectedWorks increases campus-wide exposure and supports the research mission of the university. As the only profile platform integrated with the fully hosted Digital Commons suite of publishing and repository services, it also ensures that the institution retains management of its content. Powerful integration with the Digital Commons platform lets the home institution more fully capture the range of scholarship produced on campus, and hosted services facilitate resource consolidation and reduces strain on IT. The new SelectedWorks features a modern, streamlined design that provides compelling display options for the full range of faculty work. It beautifully showcases streaming media, images, data, teaching materials, books – any type of content that researchers now produce as part of their scholarship. Detailed analytics tools let authors and librarians measure global readership and track impact for a variety of campus stakeholders: authors can see the universities, agencies, and businesses that are reading their work, and can easily export reports to use in tenure and promotion dossiers. Janelle Wertzbeger, Assistant Dean and Director of Scholarly Communications at Gettysburg College’s Musselman Library, says, “The new author dashboard maps and enhanced readership are SO GOOD. Every professor up for promotion & tenure should use them!” And of course, SelectedWorks is fully backed by the continual efforts of the bepress development team to provide maximum discoverability to search engines, increasing impact for faculty and institutions alike: Reverend Edward R. Udovic, Vice President for Teaching and Learning Resources at DePaul University, says, “In the last several months downloads of my scholarship from my [SelectedWorks] site have far surpassed the total distribution of all my work in the previous twenty five years.”

Strategic Management of Resources for International Business Operations in Small Consulting Firms - People, Processes and Tools in Managing International operations

Research on strategic management of resources for small consulting firms which are international or planning to operate internationally is scarce or not existing at all. It is however important to start generating the theories that will support managers in their decision making and planning. This thesis investigates how do small management consulting firms manage their internal and external resources while operating in international markets. Throughout the study, aspects related to internal and external resources management as well as management strategies in these firms have been examined in relations to firm’s internationalisation activities. A qualitative analysis was carried out whereby four small consulting firms in Export Management Consulting, Integration Services Consulting-, Software Development Consulting- and Business Solutions Consulting companies were interviewed. In order to generate the holistic understanding of the study, the thesis writer selected Value Enhanced Collaborative Working (VECW) model as an analysis framework. The model focuses on people, processes and tools as key elements that small consulting firms consider when thinking about managing their international operations. The findings of the thesis reveal that, internal and external resources in the interviewed consulting firms are viewed similarly, but managed differently depending on the nature and size of the firm. Firm’s management strategies concentrate on the adequate utilisation of the employees' motivation and experiences, effective stakeholders' management, various administrative evaluation processes and tools, the ability to realise useful networks, constant improvement through employee trainings, employees and customers’ feedbacks as well as enhanced freedom in order to support employees’ creativity. Further research to examine functional administrative tools and tools that small consulting firms could use to assess their resource capabilities when planning to become international would benefit the smaller businesses in terms of resources management and certainty in planning.

Circunstâncias globais e tendências recentes no espaço editorial do livro universitário português

Analisa-se um conjunto de dinâmicas presentes no mercado editorial atual do livro universitário em Portugal. Apesar do atraso português na área da edição universitária, sobretudo por comparação com outros países como o Brasil, têm-se revelado, embora de modo heterogéneo, traços claros de mudança. Um número crescente de editoras universitárias portuguesas demonstra vontade de se vincular de forma efetiva aos canais geradores de conhecimento, dentro e fora das instituições a que pertencem. Esta vaga modernizadora, porém, não parece ainda ter conseguido resolver alguns problemas. Neste cenário, o setor da edição académica e científica em Portugal continua em boa medida a depender, em termos de circulação e visibilidade, de editoras não universitárias, principalmente no campo das ciências sociais e humanas.

Self-archiving publications

This chapter discusses the historical development, current practice and future prospects of the self-archiving of research papers in open-access repositories (so-called 'e-print archives'). It describes how the development of interoperable e-print repositories in a number of subject communities has shown that self-archiving can benefit academic researchers (and potentially others) by enabling quick and easy access to the research literature and therefore maximising the impact potential of papers. Realising that the possible benefits are high and the technical entry barriers low, many organisations such as universities have recently tried to encourage widespread self-archiving by setting up institutional repositories. However, major barriers to self-archiving remain - most of them cultural and managerial. There are concerns about quality control, intellectual property rights, disturbing the publishing status quo, and workload. Ways in which these issues are currently being addressed are discussed in this chapter. A number of self-archiving initiatives in different countries have been set up to address the concerns and to kick-start e-print repository use. However, issues remain which require further investigation; those discussed in this chapter include discipline differences, definitions of 'publication', versioning problems, digital preservation, costing and funding models, and metadata standards. The ways in which these issues are resolved will be important in determining the future of self-archiving. Possible futures are discussed with particular reference to journal publishing and quality control. If widely adopted, self-archiving might come to assume a central place in the scholarly communication process, but a great deal of restructuring of the process needs to take place before this potential can be realised.

Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education

“Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education,” explores how the category of “mixed race” has underpinned university politics in California, through student organizing, admissions debates, and the development of a new field of study. By treating the concept of privatization as central to both multiraciality and the neoliberal university, this project asks how and in what capacity has the discourses of multiracialism and the growing recognition of mixed race student populations shaped administrative, social, and academic debates at the state’s flagship universities—the University of California at Berkeley and Los Angeles. This project argues that the mixed race population symbolizing so-called “post-racial societies” is fundamentally attached to the concept of self-authorship, which can work to challenge the rights and resources for college students of color. Through a close reading of texts, including archival materials, policy and media debates, and interviews, I assert that the contemporary deployment of mixed race within the US academy represents a particularly post-civil rights development, undergirded by a genealogy of U.S. liberal individualism. This project ultimately reveals the pressing need to rethink ways to disrupt institutionalized racism in the new millennium.