What do Bill Gates, Steve Jobs, and Mark Zuckerberg all have in common? If I was to ask that question to a group of high school students I believe that the answers would vary between one of two answers depending on the student’s outlook. Those students that perceive “the glass is half full” would answer that they are all billionaires. Those students who see “the glass is half empty” would suggest that all three icons were college dropouts.
Introduction
What if Gates, Jobs, and Zuckerberg had never enrolled in college in the first place? What if they had taken a Marketing 11 course, or more likely an electronics course, in high school and became so engaged, that they decided to barricade themselves in their garage and revolutionize the world around them? Would they have a stigma due to the fact that they never attended college? Would their parents perceive their teachers as failing for not instilling in them the need for post-secondary education? Or would the students be heralded as prodigies, a success story, just gifted compared to their peers, much like Mozart, Jean Piaget, or Tiger Woods? And what about their teachers? Would they be championed as great educators for helping to engage their students to find their passion?
High School is about engaging students not producing billionaires. Depending on the individual, within approximately three to eight years of graduating high school, he or she will hopefully be earning a living as a contributing member of society, supporting a family, and ultimately working towards a quick, and painless retirement. In order for retirement to come quick and painless, they will need to heed the words of Confucious, “Choose a job you love, and you will never have to work a day in your life” (Confucious, 1938). As teachers, if we are to prepare our students for the next step in their lives, be it post secondary school or the workforce, and we recommend that they find a career that they are passionate about, should we not be guiding our students to uncover their passion?
We cannot tell the students what their passion is or should be, they need to discover it for themselves. That is where the educational buzzwords such as cross-curricular competencies, personalized learning, authentic learning, self-regulated learning, intrinsic motivation, extrinsic motivation, and self-determination theory come in.
In high school my passion was sports. I was a die-hard Montreal Expos fan and I played on a successful Little League team during the summer months and played competitive hockey in the winter. I had a memory for statistics, I could read an article on sports and remember the details and statistics without trying to memorize it. Throughout my schooling I wrote about sports any chance that I got. Looking back, other than my grade four speech on the Montreal Expos that got me to the school finals, it resulted in average marks that translated into a stifling of my passion as the subject for future assignments. As the years went by, I developed a passion for business, not to the level as my passion for my sports, but I believe it was another area that absorbed my affinity for numbers and statistics. I graduated from the University of Victoria (UVIC) with a Bachelor of Commerce degree and 3 terms of COOP experience
It has been fifteen years since I graduated from UVIC. I have spent the last ten years working at Best Buy Canada Ltd. as a Buyer and Inventory Analyst. I can honestly say that I was passionate about my time at Best Buy. There was not a day I spent there when I counted the time until my day was done. There was always a job to do and for the most part it involved enough numbers and statistics to fulfill one of my passions. Now with a young family I have discovered another passion and thus have turned my attention to introducing students to the world of business and teaching them through my real world knowledge using examples from their community and culture through various methods.
My time spent in the business world as well as my limited time in the class room has confirmed to me how traditional teaching methods can be non-engaging, especially when it comes to complex or mundane topics such as economics or accounting, “Educators can no longer rely on these types of traditional teaching methods and expect accounting students, particularly those with no work experience, to stay engaged and involved” (Jaijairam, 2012, 75).
My inquiry question is, how does applying the material in business education to real world examples increase student engagement and ultimately student learning?
The above inquiry question came about for me because as a mature student, I have a lot of perspective from my education as well as my business experience in regards to how I learn best. I have come to realize that I am not a theoretical learner. I need practical experience in order to understand. Much like a baby learning to walk, I want to try something for myself. I want to be allowed to fall down, but pick myself up and try again in order for my light bulb to go on.
Since embarking on my studies within teacher education I have found a lot of relevance in many of the readings largely due to my mature status and from the pride I have enjoyed from watching my 4 year old son and 2 year old daughter grow up these last couple of years. While engaging in readings about education and society or child development, I have come across a few quotations that have been enlightening and have stuck with me and have formed the basis of my teaching philosophy, as well as led me down the path of this inquiry. The first quotation is from one of the first readings in the Bachelor of Education program. It was a quotation by Canadian historian George Wrong from one of his own works: “Our education is what is left after we may have forgotten most of the facts which we have learned” (Wrong, 306). The second quotation is from a book called Naked Economics which I started reading when I started preparing my unit and lesson plans for Economics 12, “Economics is filed away with calculus and chemistry – rigorous subjects…that have little to do with anything that will come later in life” (Wheelan, 2002, p. xv). I think these words, although decades apart in their origin, are connected in the classroom and form the basis for applying the material in business education to real world examples. Relating business education, in particular the tedious and meticulous theories of accounting and economics, to the real world, will form the education of my students when all is said and done not the definition of the fallacy of composition or the steps of the accounting cycle (Wrong, 306).
Over the past 5 months, as I prepare unit plans and lesson plans, I have done a lot of thinking about teaching practical material. I believe that connecting the concepts of economics, accounting, marketing, or even Information Technology to the real world goes a long way to engaging students and helping them find their passion. “To prepare students for business, you need to involve businesses” (Berkey, 2009, 46-47). Getting businesses to align themselves with your school or course can be a challenging task but the first step is to educate students about businesses. It shouldn’t take much for students to realize that although boring, business is a part of their everyday lives. As simple as walking across the street to shop or meeting a friend at Starbucks has relevance to Business Education. For instance the relevance of Starbucks to the students could be in the fact that it has approximately 18,000 stores world wide (Forbes, 2013); or in 1987 Vancouver had one of the first Starbucks stores outside of Seattle (Starbucks, 2011); or maybe the fact that the stock price of Starbucks (SBUX) has almost doubled in the past 2 years. For seventeen and eighteen year old students taking Economics, there is nothing stopping them from applying for a part-time job at Starbucks. This could lead to full time work, a promotion to management such as store manager or district manager, and be rewarded with benefits and said stock options. I realize that not every student will be engaged in my class. I won’t take it personally if the students decide after completing the course, it is still mind-numbing and it does not lead to a career but if I can get them thinking critically and for them to become more aware and ultimately ‘street smart’ where they incorporate some of the concepts into their lives, they will be more prepared for future episodes in their life.
I realize that there are going to be different learners in my classroom. Those that are not theoretical learners will likely get lost in a course such as Economics 12 if taught in the traditional method, however, if I can simplify economics by showing the students that they are a cog within our economy and that they use economics every day in their lives, will that engage them and set off that light bulb for them. For instance I believe that a student is more apt for retention when I relate the above Starbucks example than the 2 or 3 months that they will remember the definition of some term such as normative economics.
In fact, I have evidence of this engagement from my short practicum. I was teaching an Economics 12 class. I was to introduce Chapter 7 on Production, Firms, and the Market. I was nervous about teaching the class because I am certainly not an economist, but also, I have learned that I like to have context and coming in to teach one class did not provide me with much context. I commenced by giving an abbreviated introduction of myself in which I mentioned that I worked at Best Buy Canada as a Buyer and Inventory Analyst. I proceeded to ask the class what they knew about Best Buy. The class responded with the fact that Best Buy sells electronics. I mentioned that they bring in $50 billion annually and they are a ‘firm’ that is number 61 on the Fortune 500 of American firms. I navigated my laptop to Yahoo’s finance page and showed them the most recent income statement. With Best Buy’s stock price showing on the same page, the class asked about the stock price that was $42. I followed by telling the class that ten months earlier the stock was trading at $11 and had you invested you would have more than tripled your money. I also asked the class who were the competitors of Best Buy. Someone in the class responded with Future Shop. This allowed me to take the discussion to the fact that Best Buy owns Future Shop, and that Best Buy Canada operates the two brands separately. I brought the discussion back to the school and their community by asking the students what business literally across the road from the school was the number 1 company on the Fortune 500? This again engaged the students as they responded with Starbucks, or Tim Hortons. They were surprised when I told them it was the Esso gas station (subsidiary of Exxon Mobil). In the end, I saw first hand how these real world examples engaged the students as they asked many questions and proved to me that by relating the material to the real world, the students will be engaged.
It is somewhat puzzling to me why any teacher would not use real world examples in their classes today. The following paper will show how applying business education to real world examples is tied in with other areas that are much a buzz within education circles such as cross-curricular competencies, personalized learning, authentic learning, self-regulated learning, intrinsic motivation, extrinsic motivation, and self-determination theory. It will show that providing real world examples, and relating theory to the personal lives and culture of the students is at the core of intrinsic motivation. What better way to learn than applying our everyday lives so that education does not seem like ‘work’ and perhaps if we find the right way for students to learn and teachers to teach, our students will never have to go to ‘school’ as we have come to know it, for another day in their lives.
Background
The BC Ed Plan refers to real life examples in their January 2013 draft titled Defining Cross-Curricular Competencies:
“In the cross-curricular competencies framework, education is considered to influence and be influenced by the context in which it occurs. That is, it takes place within the unique context of each student’s life, occurring in interaction with the student’s experiences outside the classroom. In this way, students’ learning within the school system has the potential to enrich their whole development, as that unfolds in their school years and in preparation for their future lives and further learning” (BC Ministry of Education, 2013).
The BC Ministry of Education also refers to Personalized Learning as:
“Personalized learning: provides individual learner with the differentiated instruction and support they need to gain the required knowledge, skills and competencies and also provides them with the flexibility and choice they need to develop their individual interests and passions”(BC Ministry of Education).
Another buzzword around providing real world examples is authentic learning.
Authentic learning is referred to as:
“Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary. They are “not constructed in order to teach geometry or to teach philosophy. A learning environment is similar to some ‘real world’ application or discipline: managing a city, building a house, flying an airplane, setting a budget, solving a crime, for example”(Lombardi, 2007).
There is also self-regulated learning that Zimmerman refers to as, “Students are self-regulated to the degree that they are meta-cognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman & Schunk, 2001, p. 5). Another term that will be referred to will be intrinsic motivation and extrinsic motivation. Intrinsic motivation is defined as, “behaviors done in the absence of external impetus that are inherently interesting and enjoyable” (Niemiec & Ryan, 2009, p. 134). Extrinsic motivation is, “behaviors performed to obtain some outcome separable form the activity itself” (Niemiec & Ryan, 2009, p. 137).
Finally there is self-determination theory (SDT); a “macro theory of human motivation, emotion, and development that takes interest in factors that either facilitate or forestall the assimilative and growth-oriented processes in people” (Niemiec & Ryan, 2009, p. 134). Niemiec and Ryan elaborate on SDT in a very compelling way, “SDT is of much import in the domain of education, in which students’ natural tendencies to learn represent perhaps the greatest resource educators can tap” (Niemiec & Ryan, 2009).
New understandings
Since starting to write this paper I have come across more resources on an almost daily basis. For instance sitting down on a Saturday morning to read the Vancouver Sun’s sports and business pages I am introduced to an article about an economist’s view on education and how our student’s are not prepared for the jobs of the future. While analyzing a reading for Cultivating Supportive School and Classroom Environments I am presented with the Self Determination theory, which states that it is inherent human nature to be curious and to internalize the customs, and values that surround us (Niemiec and Ryan). Finally when researching how to properly cite historian George Wrong’s quote from a Ken Osborne article, I realized that Wrong was preaching these same values in the Canadian Historical Review in 1924. Wrong believed in personalized education, in which retention and education is more likely when the students can apply to their own community and lives. (Wrong, 1924)
What is education?
I will repeat again what George Wrong said because it is so relevant, “our education is what is left after we may have forgotten most of the facts which we have learned” (Wrong, 1924, p. 306). I vividly remember discussing with my friends and roommates one night as we neared our graduation from UVIC. We were discussing what we had learned. We all agreed that post secondary education was more about growing as individuals, learning to become adults than any theory that we read and were tested on whether in Commerce, Political Science, or Economics. We learned accountability and responsibility. We were accountable for going to class, doing the work necessary to graduate. We were responsible for feeding ourselves, paying rent and getting home after a night out. I think that this is the core of education. In 1924 when Wrong wrote The Teaching of the History and Geography of the British Empire there was no such thing as Business Education. Wrong goes on,
I doubt if any subject is more likely than geography to lead naturally to the reflective habits that are the fruit of education. The material for reflection may be found in the immediate neighbourhood, and in the daily experiences of the pupil. Why has the nearest town sprung up, why the nearest great city?
An alert teacher, beginning with vivid problems of the present, will amuse interest and, this done; it is easy to approach the whole wide field of human geography (Wrong, 1924, p. 306).
I cannot help but think the exact same thoughts today but for Business Education.
Self Determination Theory and Intrinsic and Extrinsic Motivation
Niemiec and Ryan point out that:
“Inherent in human nature is the proactive tendency to engage one’s physical and social surroundings and to assimilate ambient values and cultural practices. That is, people are innately curious, interested creatures who possess a natural love of learning and who desire to internalize the knowledge, customs, and values that surround them” (2009).
The above is from Niemiec and Ryan’s work, Autonomy, Competence and Relatedness in the Classroom: Applying Self-determination Theory to Educational Practice. It is here that they introduce the above quote and the self-determination theory that forms the core of intrinsic motivation. They go on to explain that when it comes to more meticulous work and complicated subjects for which I will substitute economics and accounting, extrinsic motivation is needed. But in the end, “internalization of extrinsic motivation is essential for students’ self-initiation and maintained volition for educational activities that are not inherently interesting or enjoyable” (Niemiec and Ryan, 2009).
Based on the above research by Niemiec and Ryan there is a link to real world examples and intrinsic and extrinsic motivation. When it comes to economics or accounting, and teaching the theories, and processes that can be boring, SDT reasons that extrinsic motivation is needed. However in the end the student still needs to internalize these extrinsic motivations in order to have a better chance of learning the complex material. An example of this would be the student needing to study economic theory because the “mastery of such information is important for future competence in economics” (Niemiec and Ryan, 2009, p. 138). Niemiec and Ryan cited Black and Deci as “having found that college students who reported higher autonomous self-regulation for learning organic chemistry reported higher perceived competence and interest/enjoyment for the course material, as well as lower anxiety” (NIemiec and Ryan, 2009, p. 138).
Flow Experience
“Most of us have experienced a time when we were so absorbed in what we were doing that we lost all sense of time and paid little or no attention to anything going on around us. At such a time, we are giving our full concentration and are completely involved in the object of our interest. We also feel free from any fear of failure or self-consciousness, and we feel more alert and alive than we do at other times. This is flow. In this state, the experience is its own reward” (Schreck, 2011, p. 69) (Csikszentmihalyi, 2008).
Schreck in her book You’ve Got to Reach Them to Teach Them references Mihaly Czikszentmihalyi in regards to his work on flow experience. Flow is an element of intrinsic motivation described above. It is very similar to the sports term known as the ‘zone’. The zone or flow is a time where an individual is at the height of their focus or concentration. In regards to sports it is a time where baseball players refer to the ball looking as big as a beach ball or for basketball players it is a time where they don’t miss a shot and they have no other explanation except to say that they were in the ‘zone’. “We want the learning we introduce to our students to lead to flow experiences. We want students lost in the magic moment of a breakthrough in understanding, of the creation of a new solution, or of successfully mastering a challenge” (Schreck, 2011, p. 69). Real world examples are an excellent way to achieve flow. For instance relating supply and demand to the stretch of hot summer weather that the students may recall, and explain the impact on pricing and inventory of fans and air conditioners at local stores. This is one way that a student struggling with the theory of supply and demand could have their light bulb go on.
Games
I am including games as a real world example that helps engage the students even though some may see games as a teaching method and not a real world example. As Wrong pointed out, “the material for reflection may be found in the immediate neighbourhood, and in the daily experiences of the pupil” (Wrong, 1924, p. 306). In today’s day and age, video games are part of the daily experiences of the individual. Not only are games a part of the student’s lives but they are relevant to Business Education. I believe in teaching that business and specifically economics is all around us. Games such as Grand Theft Auto, Civilization, SimCity, and Farmville are based upon economics. The not-for-profit organization Junior Achievement has a number of exciting programs/games such as JA Titan, that can engage students and their learning,
“JA Titan is more than just a game. It’s an interactive experience. In this newly revised program, students engage in critical economics and management decisions. As a realistic online simulation, JA Titan challenges students to navigate the dynamic changes of our technology-driven global marketplace” (Junior Achievement, 2014).
In that case, the games can be engaging to the students but educational at the same time if combined with handouts for the students to summarize. Jaijairam points out, “Departing from standard lectures and textbook assignments can result in a higher level of student engagement through hands-on activities” (Jaijairam, 2012, p. 75). He goes on, “Games add some flair to the classroom and help students learn somewhat difficult accounting concepts and financial processes in exciting ways” (Jaijairam, 2012, p. 76). Niemiec and Ryan bring it all back to intrinsic motivation, “When people are intrinsically motivated they play, explore, and engage in activities for the inherent fun, challenge, and excitement of doing so” (Niemiec and Ryan, 2009, p. 134). Shapiro and Squire are quoted in their work Games for Participatory Science, “Ideally, these games will move out of schools as well, enabling participants to pursue passions far beyond the normal school day. This is how we learn most everywhere outside of schools” (Shapiro & Squire, (2011, p. 41). Another game that has just come out is a version of the popular urban planning game SimCity. Electronics Arts, the creators, have teamed with other partners to create SimCityEDU. This partnership has launched a game called Pollution Challenge in which, “students play the role of mayor, doing the challenging work of addressing environmental impact while balancing the employment needs and the happiness of the city’s citizens” (GlassLab, 2013).
Although this particular game by SimCityEDU is for middle school aged students, I believe that this game along, with others out in the market, provide viable opportunities for engaging business simulations that help intrinsically motivate students and experience the flow and ultimately better learn.
Finding their Passion
There is nothing better than going to work when it is really not work. If that is the case why shouldn’t education be like that? Schooling can amount 20 years or more from Kindergarten to post secondary so why not try and kill the mundane and avoid the traditional teaching methods. As per Don Cayo in his piece on Kevin Lynch, ‘”or companies to compete on uniqueness and quality, they will need graduates of an education system that keeps pace with technology and globalized markets” (Cayo, 2014). This is a reason for relating the material to real world examples and to teach the kids about the global economic news, the economy, and the effect of technology on the economy. I mentioned earlier about my passion in school being sports and wanting to write about sports at every opportunity. As an educator, by relating and applying the material in Business Education to the real world, it is a good opportunity to intrinsically motivate the students and allow them to get a flow experience. By reaching out to find relevance as a teacher, it encourages the students to search out their passions. Schreck, uses a good analogy from Fletcher, in regards to young boys non-enjoyment of writing due to the fact they would prefer to write about sports, cartoons, fantasy, comic books than the traditional personal narratives, letters, or memory pieces (Schreck, 2011) (Fletcher, 2006)
Reaching the reluctant learners and classroom management
In addition to having different learners in the class, I realize that depending on the school and councilors, Business Education may be a dumping ground in terms of the types of students. Although I would like to think that only students expecting to go into Business at post secondary would be enrolled in my class, that will not be the case. There will be students who are put there as a last resort and there will be students who are there for an easy mark. Even so I would like to think that as an educator, I will attempt to reach them and intrinsically motivate them as well. David Gutmann in his work, Turning Them On: How to Reach the Reluctant Learner mentions, “Reluctant learners remain so when teachers do not relate their own subject expertise to students’ interests” (Gutmann, 2007, p. 48). This is another reason that someone like myself, with ten plus years of experience in the real world, should relate the material to the real world. Gutmann elaborates that students want to hear about my experience,
“Where teachers have a background in a particular industry and have practical experience of vocational activities, the ‘subject’ can come alive because they have a passion for the subject and often, through networking, knowledge of particular industrial links that can be used for visits and work placements” (Gutmann, 2007, p. 50).
Current Events
“In addition to the internet and games, instructors should also use other media such as current events, movies, television and documentaries to help bridge real world accounting events to what is taught in textbooks” (Jaijairam, 2011, p. 76). For a course such as economics, current events could be the most prominent of the real world examples that I use because there is so many that happen on a daily basis. Whether you use a class twitter account or have the students use their own there are many twitter handles that summarize and forward economic data. On a daily basis I can get anywhere from 5-10 articles sent to me on my mobile device dealing with economic news such as GDP growth, Canadian dollar trading up or down, interest rates, jobs reports, etc. For an economics class that is learning early on about normative and analytical economics, a current events project where the students have to come up with articles and describe them as normative or analytical can be quite effective. This could go a long way to diffusing the fear that students have towards economics as they will be able to relate to the news that dominates the financial websites and encompasses the business stories on the TV news.
Recommendations
I have noticed while compiling my unit and lesson plans for Economics 12 that I am not an Economist. The theories such as the Law of Diminishing Returns or the Fallacy of Composition to not come naturally to me so how will a sixteen to eighteen year old with no business experience come to grips with it besides trying to memorize it. I know that during my ten years at Best Buy Canada I did not hear the word Economics once in the building that is Canadian Headquarters however, everything that I did on a daily basis from buying from vendors to pricing the product at retail, to choosing what product to advertise and what price to advertise in order to drive the most amount of traffic to the store, is all based on economics. As Lisa Berkey, author of New Business Model, Director of the High-School of Business, said “Many secondary students are unable to make the connection between their work in the classroom and its application in the real world” (Berkey, 2009, p. 44).
My recommendation is that all teachers, especially, business education teachers should be using real world examples. These examples should range from relating to real businesses within the community, to current events, and games. The implications of applying the material in business education to real world examples could be lasting as the new understandings listed above show. Not only student engagement and learning, but also discovering of passions, as well as classroom management. By making the classroom more engaging, students should be less likely to act out, as they will be intrinsically motivated as pointed out by the Self Determination Theory. As a beginning teacher I do not see this having a significant impact on me because this is a passion for me. I have discovered from my work experience that context and empathy are strengths of mine. I see these come out in the deliberate lesson plans that I produce, attempting to leave no student behind. I plan on using Junior Achievement in my Economics 12 classroom to play both the Titan game as well as a stock market game. In addition as a self-proclaimed addict to SimCity, I plan on using the app on the IPAD in my Economics 12 class. Although not built for the class such as SimCityEDU Pollution Challenge, the IPAD app does allow the students to play the game as well as get an introduction to a few scenarios that are loaded on in which they can see the roles of a Municipal government, economic development, normative and analytical statements. I see this as an excellent example for a chapter review in which the students use the game along with a handout to prepare for a chapter or unit test much like the game of monopoly is used for accounting.
In addition I see myself referencing the real world as most that I can. For instance I have planned a hook to a lesson in which I ask the students what they noticed on their way to school this morning. I will ask them if they noticed whether the sky was blue, did they notice a friend. I will then recount for them my drive to work in which I noticed the number 1 Fortune 500 company (Walmart), as well as the number 2 company (Exxon Mobil), the number 3 (Chevron), the number 6 in Apple, the number 7 in GM, the number 10 in Ford and the number 208 Starbucks. Also I plan on playing current events with the students whether through a class twitter account or just having the students report on economic news on a regular basis. This would not only help relate the topic of normative and analytical economics, Gross Domestic Product (GDP), and monetary policy, but also prepare them for the necessary company financial news to understand for a stock market game.
Lingering Questions
There is one all encompassing question that comes to mind around business education and that question has to do with time. Changes to the way that teachers teach business education only matters as long as there is business education. The fact that all business education courses are electives requires time within the student’s timetable. Where will this time come from? Until recently, when Economics 12 was accepted as an approved course for building academic average for admission to a post secondary institution, there were no business education courses included on a list comprised of 3 grade 12 sciences, history 12, geography 12 as well as every language known to man. In addition, what about those parents that control their teenagers and are urging/forcing them to head down the science path for medical school, or engineering? The pressure imposed by parents is in turn and example of external controls, that work against the self-determination theory which goes such a long way to building intrinsic motivation and ultimately uncovering individual passions.
Conclusion
I cannot wait to get into the classroom and teach using real world examples. I am very passionate about engaging my students with these real life scenarios. My experience that I have from the business world will be my strength in the classroom. It will help validate me with the students, reach reluctant learners, and market business education as a fun, engaging course. As for the students, the relevant material can provide intrinsic motivation that can lead to uncovering their passion, experiencing ‘flow’, understanding current events and ultimately resulting in ‘street smarts’. Using real world examples to engage students and their learning is not complex. The complexities were what Bill Gates, Steve Jobs, and Mark Zuckerberg were working on. For them building computers, gadgets, and binary code started as a passion, and led them to building the world’s largest corporations, revolutionizing the world, and gaining financial freedom. In society, we strive to find a career that does not seem like work, why shouldn’t we as educators make learning the same way. It is incredible to think that in 1924 George Wrong purported that geography was the ideal subject for the best reflective practices in education due to the fact that the material was all around and in the daily lives of the pupil. Nearly ninety years later we are urging teachers to do the same with Business Education.
References
Berkey, L. (2009). Building a new business model. Connecting Education and Careers, 84(7), 44-47. Retrieved from http://files.eric.ed.gov/fulltext/EJ858238.pdf
British Columbia Ministry of Education. Personalized learning in BC: Interactive discussion guide. Retrieved from http://www.peronalizedlearningbc.ca/#/32-33
British Columbia Ministry of Education. (2013). Defining cross-curricular competencies: Transforming curriculum and assessment. Retrieved from http://www.bced.gov.bc.ca/irp/docs/def_xcurr_comps.pdf
Brough, J., Bergmann, S., Holt, L. (2006). Teach Me I Dare You. Larchmont, NY. Eye on Education, Inc..
Confucius, & In Waley, A. (1938). The Analects of Confucius. New York: Random House.
Cayo, D. (2014, January 11). Opinion. Education out of step with changing workplace. The Vancouver Sun. Retrieved from http://www.vancouversun.com/
Fletcher, R. (2006). Boy writers: reclaiming their voices. Portland, ME: Stenhouse Publishers.
Forbes. (2013). Starbucks: global coffee giant has new growth plans. Retrieved from http://www.forbes.com/sites/walterloeb/2013/01/31/starbucks-global-coffee-giant-has-new-growth-plans/
GlassLab. (2013). Simcityedu pollution challenge. Retrieved from http://www.simcityedu.org/wp-content/uploads/2013/11/SCE_PC_Brochure_sml-1.pdf
Gutmann, D. (2007). Turning them on: How does a teacher reach the reluctant learner? International Journal On School Disaffection, 5(1), 45-51.
Jaijairam, P. (2011). Engaging accounting students: How to teach principles of accounting in creative and exciting ways. American Journal of Business Education (AJBE), 5(1), 75-78.
Junior Achievement British Columbia. (2014). Ja titan. Retrieved from http://british-columbia.jacan.org/program/ja-titan
Lombardi, M. M. (2007). Authentic learning for 21st century: An overview. Retrieved from Educause Learning Initiative website: http://net.educause.edu/ir/library/pdf/eli3009.pdf
National Business Education Association. (2013). Effective Methods of Teaching Business Education, (No. 51). Reston, VA: Author.
Niemiec, C.P. & Ryan, R.M. (2009). Autonomy, competence and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research and Education. 7(2), 133-144.
Schreck, M.K. (2011). You’ve got to reach them to teach them. Bloomington, IN: Solution Tree Press.
Shapiro, R.B., Squire, K.D. (2011). Games for participatory science: A paradigm for game-based learning for promoting science literacy. Education Technology. 51(6), 31-43.
Starbucks Coffee Company. (2011). Starbucks company timeline. Retrieved from http://globalassets.starbucks.com/assets/0e40b1ea48b34b82ae0a987175f1df25.pdf
Wheelan, C. (2002). Naked economics: Undressing the dismal science. New York, NY: W.W. Norton.
Wrong, G. (1924). The teaching of the history and geography of the British Empire. Canadian Historical Review, 5(4), 297-313. doi: 10.3138/CHR-05-04-01.
Zimmerman, B.J., & Schunk, D.H. (Eds.) (2001). Self-regulated learning and academic achievement. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Follow