Principles Course Research Articles

The effectiveness of the in-person and online Gottman Seven Principles Couple Enhancement Program: A propensity score matching design.

This study investigates the effectiveness of the 12-h Gottman Seven Principles couple enhancement program delivered in person and online. In Norway, we recruited 490 participants and 242 people for a control group. All were in close relationships. The revised dyadic adjustment scale (RDAS)was used to assess the quality of their relationships before and after program participation, and at 6-month follow-up. Repeated measures ANOVA, t tests, reliable change, and multilevel multiple regression using propensity score matching to control for confounders were used to investigate the effectiveness of the course. The results demonstrate that the Gottman Seven Principles course improves couple relationships and is equally effective whether delivered in person or online. Furthermore, it does not matter whether there are therapists with a clinical background delivering the course, suggesting that the material itself is sufficient.

Does the sequencing of accounting principles courses affect academic performance?

ABSTRACT Research has documented the difficulty business and accounting students have in introductory accounting courses, and significant effort has focused on changes internal to the courses to try to improve student outcomes. Internationally and across the United States, most accounting programs separate introductory financial (FA) and managerial (MA) accounting into two independent courses because the course content and purpose of each are distinct. One underexplored way institutions might affect student outcomes is by determining the sequence in which students take principles courses at the same cognitive level. We use student data from a diverse non-selective institution, with 100 nations represented, combined with several econometric approaches to identify the effect, if any, of course ordering on course outcomes and long-term student outcomes for business and accounting students. Our results recommend that the practical and optimal sequencing method for accounting majors is FA before MA. For other students, we find evidence of an ‘accounting burnout effect’: students perform noticeably worse in their second accounting course regardless of sequencing, or do noticeably worse in both if taken simultaneously, another type of burnout. Given the similarities of accounting programs internationally and the diverse nature of our data, our findings can be generalized to international audiences.

The Implementation Plan and Reform Path for Integrating Innovation and Entrepreneurship Education into Professional Education—Take the Engine Principles Course for Example

The Implementation Plan and Reform Path for Integrating Innovation and Entrepreneurship Education into Professional Education—Take the Engine Principles Course for Example

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

This study examined the impact on secondary mathematics teacher candidates (TCs) TPACK knowledge and knowledge subcomponents of a two-course sequence based on the high school Advanced Placement (AP) Computer Science Principles (CSP) course leading to add-on teaching credentials for Computer Science (CS). We further examined the outcomes of Praxis II preparation modules on CS content knowledge of the preservice TCs compared to inservice teachers seeking an additional teaching field of CS. Our results indicate strong findings on the Technology Knowledge (TK) and TPACK factors for TC participants compared to their peers, as well as higher Praxis II scores than inservice teachers. We discuss the findings and implications for CS teacher certification embedded within other secondary teaching disciplines.

Study on Teaching Database Principles Course based on OBE Concepts

With the rapid development of information technology, database principles, as one of the core courses of computer science and technology majors, the quality of its teaching is directly related to the cultivation of students' practical work ability and innovation ability. However, the traditional teaching mode has problems such as emphasizing theory over practice, single assessment method and neglecting ability cultivation, which is difficult to meet the current social demand for high-quality technical talents. Therefore, this paper introduces the OBE (Outcome-Based Education) education concept into the teaching of "Principles of Database" course, and puts forward a series of teaching reform measures based on the OBE concept, including the formulation of specific teaching objectives, optimization of teaching content, innovative teaching methods, diversified course evaluation and assessment mechanism, etc., to realize the training of students' ability and innovation through the construction of student-centered and output-oriented teaching mode, and to realize the training of students' ability and innovation. By constructing a student-centered and output-oriented teaching mode, it realizes the enhancement of students' independent learning and innovation and practice ability, so as to make students become excellent talents of the new century with innovative consciousness and ability.

The Implementation Plan and Reform Path for Integrating Innovation and Entrepreneurship Education into Professional Education—Take the Engine Principles Course for Example

In recent years, in the context of "Innovation and entrepreneurship", colleges and universities have been actively fostering versatile talents with a strong foundation in professional skills, innovative thinking, and entrepreneurial abilities. This has posed newInnovation and entrepreneurship challenges to the professional education of vehicle engineering. Taking the teaching of "Automobile Engine Principles" as an example, this paper integrates innovation and entrepreneurship education into professional education by reforming the teaching practice plan for the course on engine principles. It optimizes the course content, enhances the course evaluation system, cultivates students' potential for innovation and entrepreneurship, improves their abilities in these areas, and achieves the educational goal of comprehensive cultivation of knowledge, skills, and qualities.

Nintendo’s new normal?

Research methodology This case was written with publicly available information about Nintendo. Case overview/synopsis In the 1980s and 1990s, Nintendo dominated the video game industry with a market share of 90%. In 2020, Nintendo’s market share dropped to nearly 31%. This case examines a 40-year history of Nintendo, including its core strategy of video game and video game console development and its growth strategy using its intellectual property. Throughout its history, Nintendo has faced and continues to face stiff competition from Sony, Microsoft and new emerging technologies like virtual reality video games. Nintendo has the challenge of competing in a rapidly changing industry with changing customer preferences where it once had a dominant market share. Can Nintendo continue competing, relying on its core competency of developing new video games and consoles? Or moving forward, should it further define itself more broadly by continuing to leverage its intellectual property in the entertainment industry? Complexity academic level This case is suitable for undergraduate courses in marketing, marketing management and business strategy, or where an instructor focuses on strategic decision-making. This case will provide valuable in-class discussions on the importance of defining what a business should do and how it should grow. Additionally, this case will be useful for courses that include advanced discussions on tradeoffs between focusing on core competencies and growth by expanding into other opportunities that are not necessarily part of a business’s core strategy. A portion of this case was tested in an undergraduate marketing strategy and marketing principles course. The case created an excellent environment for critical thinking and analysis.

Using LinkedIn in the economics curriculum

Social media is becoming a more widely used tool to engage students in learning. LinkedIn (linkedin.com) is a professional social networking platform that most college students are encouraged to use, but it is not widely used as an educational tool. In this article, the author describes how LinkedIn was deployed in a principles course to teach students how to differentiate themselves in the labor market and to showcase their ability to apply economics to everyday life and/or their career interests by creating posts on their newsfeed. A feedback survey indicated that students felt this course project using LinkedIn was a valuable learning experience. Other examples are also given for using LinkedIn in the economics curriculum and with program assessment.

Leading with compassion and passion: A case study on servant leadership at the Crisis Center of Tampa Bay

Research methodology This case was written using primary data through various channels, including in-depth structured interviews with the CEO and other individuals at the Crisis Center of Tampa Bay (CCTB), as well as exchanging email messages and phone conversations with employees at CCTB. All interviews were recorded and transcribed. In addition, one of the authors took a tour of the main offices of CCTB and took notes on the physical facilities as well as the information provided by the tour guide. Public information from CCTB was used to enhance the information and provide background. All accounts presented in this case are real, and no information was altered or fabricated. Case overview/synopsis Clara Reynolds had been CEO of CCTB for over eight years. The agency had almost tripled its budget in the time she had been there. Her leadership style had positively impacted the culture of the organization. Employees valued her open and transparent leadership style. Employees saw her commitment to training employees, creating work–life balance and helping employees be exceptional at their jobs. There was an issue, however, with Transcare, the organization’s ambulatory service. The performance of the business was declining, and Clara wanted to update the board within 60 days at the next quarterly board meeting. She was not sure what she could do to increase engagement with Transcare’s staff, which would show the board that the staff was fully willing to do what was necessary. Complexity academic level This case is appropriate for teaching undergraduate or graduate-level courses in leadership, organizational behavior or principles of management. It is designed to be discussed during one class period. It will save time and improve the flow if the students read the case before class and are prepared when they arrive. Any information needed for the case discussion has been presented in the case; no further research by the students is necessary. Students should think about the role of leadership in a nonprofit. They should put themselves in the protagonist’s shoes throughout the reading of the case.

Teaching Customer Service Principles Using the Massive Open Online Course (Moocs) Platform

This study reviewed the effects of a developing MOOC platform for Customer Service Principles course in higher education. Essentially, the Customer Service Principles course is designed to give knowledge and exposure about the fundamental of customer service and discover how to deliver customer service efficiently across various sectors. The development of MOOC platform is believed to be a role of an interactive learning method to attract and motivates students to clearly understand and to apply this course effectively. The originality of this study is its review the MOOC platform as an interactive learning method specifically for Customer Service Principles course, something that has been unobserved by previous scholars. This study will contribute to the body of knowledge on the effect of MOOC platform and to improve the learning activities for higher education institution.

The Application of Digital Technology in Online and Offline Blended Teaching of Mechanical Principles Course

The Application of Digital Technology in Online and Offline Blended Teaching of Mechanical Principles Course

Design and Practice of Ideological and Political Education of Environmental Engineering Principles Course Based on OBE Concept

Design and Practice of Ideological and Political Education of Environmental Engineering Principles Course Based on OBE Concept

Exploration and Practice of Teaching Reform in Mechanical Principles Course Guided by the Cultivation of Students' Application Ability

Exploration and Practice of Teaching Reform in Mechanical Principles Course Guided by the Cultivation of Students' Application Ability

Teaching innovation and practice of communication principles in the context of the 5G era

As a cutting-edge technology in the field of communication, 5G technology poses new challenges and opportunities to the teaching of communication principles courses. "Communication Principles", as the core course of these majors, must be constantly updated to adapt to the development of new communication technologies. This article takes the "Principles of Communication" course as an example, combines the characteristics of 5G technology and education, discusses the characteristics of the course and the current teaching situation, and proposes a series of teaching reform measures. These measures include structural adjustments to theoretical course content, using Matlab virtual simulation technology to strengthen experimental teaching, combining postgraduate entrance examination professional knowledge explanations, introducing after-school 5G practical training and professional certificate assessment, etc. Practice has proven that these teaching reforms can effectively improve the integration of theory and practice, enhance students' ability to analyze and solve problems, and better meet the training needs of applied talents.

Exploring the Disconnect Between the Discussion of Economic Policy in a Microeconomics Principles Course and the News Media

Exploring the Disconnect Between the Discussion of Economic Policy in a Microeconomics Principles Course and the News Media

Research on the Quality Education Methods of Microcontroller Principles Course

Research on the Quality Education Methods of Microcontroller Principles Course

Exploration and Practice of Online-Offline Blended Teaching Model in Mechanical Principles Course

Exploration and Practice of Online-Offline Blended Teaching Model in Mechanical Principles Course

Research on the Special Subject Teaching Method of "Marxist Basic Principles Course" under the Blended Teaching Mode

The blended learning model is the result of the revolutionary transformation of teaching models generated by the development of information technology. It makes education and teaching more convenient, efficient, and the content more rich and vivid. The implementation of the thematic teaching method in the course of Marxist basic principles under the blended learning mode helps to effectively complete teaching tasks; Helps to enhance student subjectivity; Facilitate process oriented assessment and dynamic management. Under the blended learning mode, the thematic teaching of "Principles" still faces the need for clearer logic in teaching content design; Organic unity needs to be achieved both online and offline; The subjectivity of students needs to be further improved. In order to implement the specialized teaching of Marxist basic principles under the blended learning mode, teachers should have modern teaching concepts and establish a student-centered teaching concept; Teachers must design specialized teaching content and construct online teaching courses well; Master the new technology of modern multimedia teaching, establish a scientific and reasonable reward and punishment assessment system, deeply grasp the teaching laws of online and offline blended teaching mode, and achieve deep integration of blended teaching mode with thematic teaching of Marxist basic principles courses.

The Views of Social Studies Teachers on the Subtest of the Republic of Turkey History of Revolution and Ataturk's Principles Course in the Central Exam

Geçmişten günümüze Türkiye’de ortaöğretim kurumlarına seçme ve yerleştirmede farklı merkezi ortak sınavlar kullanılmıştır. Bu farklılıklar dikkate alındığında sınavların yapısının ve üstlendiği özelliklerin zaman içinde değiştiği görülmektedir. Bunun yanında öğrenci sayısının fazla olması ve okullar arasındaki nitelik farkı merkezi sınavların ortaya çıkmasında etkili olmuştur. Bu bağlamda ortaöğretime geçişte 1997 yılında uygulamaya konulan ilk ortak sınav Liselere Geçiş Sınavı (LGS)’dır. İlerleyen zamanlarda bu sınav Ortaöğretim Kurumları Seçme ve Yerleştirme Sınavı (OKS) olarak ifade edilmiştir. Bu merkezi ortak sınav yürürlükten kaldırıldıktan sonra 2008 yılında Seviye Belirleme Sınavı (SBS) uygulanmaya başlanmıştır. 2014’e gelindiğinde ise SBS’nin yerine Temel Eğitimden Ortaöğretime Geçiş Sınavı (TEOG) ortaöğretime geçişlerde kullanılmaya başlanmıştır. Bu sistemle sadece dört yıl liselere yerleştirme yapılmıştır ve 2017-2018 eğitim öğretim yılında TEOG yerine Liselere Geçiş Sınavı (LGS) uygulamaya konulmuştur. Bu bilgilerden hareketle mevcut araştırmanın amacı temel eğitimden ortaöğretime geçiş sınavında yer alan T.C. İnkılap Tarihi ve Atatürkçülük Dersi alt testi hakkında sosyal bilgiler öğretmenlerinin görüşlerini ele almaktır. Temel nitel araştırmanın kullanıldığı bu çalışmada 21 sosyal bilgiler öğretmeni ile görüşme yapılmıştır. Görüşmeler betimsel analiz ve içerik analizi ile incelenmiştir. Araştırmadaki bulgulara göre öğretmenler ortak sınavdaki soruların bilgi ve yorum ağırlıklı olduğu görüşündedir. Bunların yanında ortak sınav öğrencilerin derse ilgisini artırmaktadır. Sınavda müfredata ve kazanımlara ilişkin uygun sorular bulunmaktadır. Liselere geçişte öğrencilerin yeteneklerinin dikkate alınmasının önemli olduğu sonuçlarına ulaşılmıştır. Bunlara karşın ders saatinin azlığı ve katsayıdaki eşitsizlik ulaşılan diğer önemli sonuçlardır. Araştırmanın bu sonuçlarından hareketle dersin haftalık saati artırılabilir ve katsayısında düzenleme yapılabilir.

Recruiting via the Core: A Nontraditional Introduction to Economic Thinking

Students often choose to major in economics after being introduced to the discipline through principles courses. Most of these courses cover the same general material, with an emphasis on theories and models. We offer general education courses that introduce economic thinking without emphasizing economic models or theories. Instead, these courses focus on critical thinking, social and economic issues, and ideologies. We find evidence that exposure to a first-year critical-thinking course taught by a member of the Department of Economics and Finance increases the probability that a student will choose to major in economics. JEL Codes: A2, A22