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Crises and Compassion
Letiche, now in his nineties, provides an intriguing look at the changes that have occurred during his lifetime. Following his Kiev childhood and formative years in Depression-era Montreal, he completed a doctorate at the University of Chicago and took up a Rockefeller fellowship at the Council on Foreign Relations in New York City. As a technical advisor to the Economic Commission for Africa he conducted trade talks with both gifted and corrupt heads of state in sub-Saharan Africa, and later shared a working White House dinner with an infamous American president. His half-century-long teaching career at Berkeley included a front row seat for the Free Speech Movement and the most documented student revolt in popular history. Told with humour, insight, and humility, Crises and Compassion moves nimbly among weighty events and meaningful personal history, showing how \"civility in intellectual exchange\" came to be the guiding principle of a life of monumental experiences.
eBook
Mr. and Mrs. Phelps need some help!
The students at Ella Mentry School don't know how to hammer a nail or make a sandwich! Enter Mr. and Mrs. Phelps, a weird married couple who can teach the kids how to build stuff, fix stuff, cook stuff, and sew stuff. What could possibly go wrong? Well, the Phelpses have a few problems of their own. Will A.J. and his friends learn anything from them? Or maybe the kids can teach Mr. and Mrs. Phelps a thing or two... and save their marriage!
BOOK
Costs and effects of a state-wide health promotion program in primary schools in Germany – the Baden-Württemberg Study: A cluster-randomized, controlled trial
To evaluate the cost-effectiveness of the state-wide implementation of the health promotion program \"Join the Healthy Boat\" in primary schools in Germany.
Cluster-randomized intervention trial with wait-list control group. Anthropometric data of 1733 participating children (7.1 ± 0.6 years) were taken by trained staff before and after a one year intervention period in the academic year 2010/11. Parents provided information about the health status, and the health behaviour of their children and themselves, parental anthropometrics, and socio-economic background variables. Incidence of abdominal obesity, defined as waist-to-height ratio (WHtR) ≥ 0.5, was determined. Generalized linear models were applied to account for the clustering of data within schools, and to adjust for baseline-values. Losses to follow-up and missing data were analysed. From a societal perspective, the overall costs, costs per pupil, and incremental cost-effectiveness ratio (ICER) to identify the costs per case of averted abdominal obesity were calculated.
The final regression model for the incidence of abdominal obesity shows lower odds for the intervention group after an adjustment for grade, gender, baseline WHtR, and breakfast habits (odds ratio = 0.48, 95% CI [0.25; 0.94]). The intervention costs per child/year were €25.04. The costs per incidental case of averted abdominal obesity varied between €1515 and €1993, depending on the different dimensions of the target group.
This study demonstrates the positive effects of state-wide, school-based health promotion on incidental abdominal obesity, at affordable costs and with proven cost-effectiveness. These results should support allocative decisions of policymakers. An early start to the prevention of abdominal obesity is of particular importance because of its close relationship to non-communicable diseases.
German Clinical Trials Register (DRKS), Freiburg University, Germany, DRKS-ID: DRKS00000494.
Journal Article
How do anxiety and self-efficacy affect the problem-solving skills of undergraduate economics students as prospective teachers in Indonesia? The role of metacognition as a mediating variable
Problem-solving is necessary for prospective economics teacher students to improve their cognitive quality. This research explores how future economics educators in Indonesia cultivate problem-solving abilities, which are frequently affected by cognitive and noncognitive elements like anxiety, self-efficacy, and metacognition. The precise interactions among earlier studies, especially how anxiety and self-efficacy affect problem-solving through metacognition, are still ambiguous in the Indonesian setting. The research intends to address this gap and aims to determine the direct and indirect effects of anxiety, self-efficacy, and metacognition on undergraduate students' problem-solving. Data were collected through online questionnaires distributed to 420 undergraduate students studying economics at their universities from 38 provinces across universities in Indonesia. The PLS-SEM analysis model was applied to confirm the proposed hypothesis. The findings indicate a strong and negative relationship between anxiety and problem solving and also anxiety on metacognition. However, anxiety does not affect self-efficacy. Self-efficacy does not affect problem-solving but positively affects metacognition. This study also confirms that metacognition positively affects undergraduate student problem-solving. Self-efficacy failed to mediate, but metacognition succeeded in mediating between anxiety and problem-solving. The results of this study offer important perspectives for policymakers and the government to map out effective policies to support undergraduate student problem-solving.
Journal Article
Development of Pedagogical Content Learning Module in Enhancing Pedagogical Competence of Economics Teachers
Background/purpose. Teachers' pedagogical competence in Indonesia has become one of the central issues in improving the quality of national education. This issue can affect students' academic achievements and influence education quality. This study aims to explore the need to develop a new pedagogical module tailored to current educational challenges that can significantly enhance teachers' pedagogical competence.Materials/methods. This developmental research adopts a methodological approach based on operational research using the Design-Based Research (DBR) framework.Results. The findings reveal that the use of the Pedagogical Content Learning (PCL) module significantly improves teachers' pedagogical competence, as evidenced by the differences in the mean scores of the pre-test and post-test. Statistical analysis using a t-test indicates a significant increase in pedagogical competence scores after implementing the module, while the Effect Size test demonstrates a substantial impact of the module on enhancing teachers' pedagogical skills.Conclusion. These findings suggest that the development of the PCL module not only contributes positively to the pedagogical competence of economics teachers but also has the potential to improve overall educational quality. The module enables teachers to connect economic materials with real-life contexts, fostering the development of critical thinking skills and digital literacy. Thus, the PCL module serves as an effective tool to assist teachers in addressing the complexities of 21st-century education.
Journal Article
Economics Teachers’ Emotional Intelligence and Self‐Efficacy: A Moderated Mediation Model Using PLS‐SEM
Purpose Emotional intelligence (EI) plays a crucial role in shaping teachers' confidence in the classroom. As educators face increasing challenges in today's dynamic educational environment, understanding how EI influences teaching self‐efficacy is essential for enhancing instructional quality. This study investigates the influence of EI on the teachers' self‐efficacy (TSE) of Senior High School (SHS) Economics teachers in Ghana. It further examines the mediating role of creativity‐nurturing behavior (CNB) and the moderating role of metacognitive awareness (MA) in this relationship. Method A descriptive cross‐sectional survey design was employed, involving a census of 180 SHS Economics teachers from the Kumasi Metropolis of Ghana. Data were collected using adapted scales for EI, CNB, MA, and TSE. Partial least squares structural equation modeling (PLS‐SEM) was used to analyze the data and test the moderated mediation model. Finding The findings revealed that EI significantly influenced CNB and TSE. Additionally, the study identified that CNB had a significant positive effect on TSE. CNB partially mediated the positive relationship between EI and TSE. MA negatively moderated the relationship between EI and CNB. Again, MA influenced the indirect effect of EI on TSE through CNB. Conclusion EI is vital for enhancing Economics teachers' confidence in their instructional abilities. The study underscores the importance of fostering EI, CNB, and MA through professional development programs to improve educational outcomes. Emotional intelligence significantly enhances Economics teachers’ self‐efficacy through creativity‐nurturing behavior. This indirect effect is partially mediated by creativity‐nurturing behavior and is stronger at lower levels of metacognitive awareness, which negatively moderates the link between emotional intelligence and creativity‐nurturing behavior.
Journal Article
Innovative Platform for Economics Teachers: Design and Validation of AFEL Platform
Background/purpose. Assessment for Learning is an integral part of the learning process that provides feedback and improves teaching methods. Teachers experience problems such as limited conceptual understanding, difficulties in designing instruments, and time constraints. This study aims to develop and validate an innovative platform for economics teachers. Materials/methods. This study used the Design-Based Research method, focusing on the development and validation phases. The development phase is aimed at producing a prototype of the Assessment for Economics Learning (AFEL) Platform, which is carried out through two cycles of Focused Group Discussion. The validation phase is intended to test the feasibility of the platform prototype by presenting 6 experts who work as lecturers with expertise in assessment. The platform feasibility questionnaire was used to find out expert opinions on the platform. Quantitative data is processed using the Aiken formula, and qualitative data are notes and feedback from experts. Results. It is reported that this study has successfully developed the AFEL Platform, which has six syntaxes: (1) Formulating economic lesson objectives and success criteria; (2) Delivering economic lesson objectives and success criteria; (3) Implementing assessment techniques; (4) Feedback; (5) Monitoring student progress; (6) Achieving economic lesson objectives and success criteria. This study has also validated the AFEL Platform which has been tested with the results of V-value = 0.97 > V-table = 0.79. Conclusion. This study has successfully developed and validated an innovative assessment platform that assists economics teachers in organizing assessments for learning.
Journal Article
Exploring economics teachers' efficacy beliefs in the teaching of economics
This study explored Economics teachers' efficacy beliefs in the teaching of Economics. The quantitative research approach was adopted for the study with focus on the descriptive cross-sectional survey design. In total, 125 Senior High School Economics teachers were selected for the study. The Teacher Sense of Efficacy Scale was adapted as the data collection instrument for the study. Both descriptive statistics (e.g. means and standard deviations) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers were more efficacious in instructional strategies (M = 4.14, SD = .94) compared to classroom management (M = 4.04, SD = .97) and student engagement (M = 4.03, SD = .98). Also, it was found out that there was a statistically significant difference in Economics teachers' efficacy in the teaching of Economics based on their teaching experience. However, the study revealed that there was no statistically significant difference in the Economics teachers' efficacy based on school proprietorship and school location. Therefore, it was recommended that Ghana Education Service, Ministry of Education and Non-Governmental Organisations should continue to organise professional development programmes for teachers to ensure a continuous, progressive and consistent high efficacy level of Economics teachers. Also, private and public SHS headmasters should organise in-service training and professional development programmes for SHS teachers to further enrich their efficacy level. In the organisation of professional development programmes and seminars for teachers, equal attention should be given to rural and urban teachers.
Journal Article
Predicting Finnish subject-teachers' ICT use in Home Economics based on teacher- and school-level factors
This survey-based study (N = 161) investigates the direct and indirect effects of teacher- and school-level factors on subject-teachers' use of ICT in Home Economics (HE). Structural equation modelling was used to test the hypothesised relationships between perceived usefulness of ICT in Home Economics, age, digital competence, ICT infrastructure, support and the three dimensions of ICT use: for cooperation, for facilitating pupils' learning and for administration and lesson planning. Taking account of both direct and indirect effects, the main analysis reveals that the most important predictors of HE teachers' ICT use are the teacher-level factors of digital competence, and perceived usefulness of ICT in HE, as well as the school-level factor of support. The results also indicate a specific relationship between perceived usefulness of ICT in HE and ICT use for facilitating pupils' learning. Taken together, these findings highlight the relevance of teacher- and school-level factors in explaining the different dimensions of teachers' ICT use. They further highlight the importance of providing HE teachers with the necessary support to develop their digital competence and increase their awareness of ICT's potential value in enriching and supporting student learning in HE.
Journal Article