• Table of Contents and Organizational Structure
• Call for Papers

• Effects of Writing Skills and Gender on Doctoral Students' Dissertation Progression in Online Programs - Rachel Behling
• A Stroll Down Memory Lane: College Students' Motivation for Physical Activity Utilizing Memories- Cindy Seminoff
• The Influence of Coaching as a Form of Professional Development on Head Start Tearchers' Classroom Practices- Nuha Amireh
• Professional Learning Community Implementation and Teacher Perceptions of Participartion Influences on Professional Growth- Tracey Watkins
• The Relationship Between Musical Aptitutude and Academic Achievement Among Beginning Band Students- Theodus Luckett
• Access or Value? Federal Student Loan Funding and Wage Inequality- Kathy Archer
• The Relationship Between Distributed Leadership, School Culture, and Teacher Self-Efficacy- Mendi Davis
• The Influence of Positive Behavior Intervention and Supports (PBIS) On School Climate- Steve Bebee
• Exploring Retention of United States-Based Inbound Call Center Employees: A Case Study- Cynthia Stamps
• Assessing Effectiveness of Age-Appropriate Curriculum on Internet Safety Education and Cyberbullying Prevention- Kristina Harshman

As the number of applicants to dental hygiene education programs continues to increase, the need to identify qualified applicants who will pass their board examinations and obtain licensure continues to grow. It was not known if or to what extent interviewing candidates for accredited dental hygiene programs in the admission process would result in statistically significant differences in dental hygiene student success on board examinations. The purpose of this quantitative causal-comparative research was to determine if statistically significant differences existed in student success measures between accredited dental hygiene programs within the United States that interview in the admission process and those programs that do not interview. 

This observation was compiled as a contribution for a seminar on social responsibility as it pertains to the author’s field. It contributes to our understanding of civic responsibility in young adults by examining
secondary students’ perceptions of their connection to community, their civic awareness, and their belief in civic efficacy. Using data from the Student Civic Responsibility Survey by Furco, Muller and Ammon
(1998), students were evaluated on three areas of civic responsibility. The observation implies that secondary students in a high school in northern Virginia possess some civic awareness and the need to connect to their community

Social responsibility in business has become an increasingly popular trend in the American economy. At the root of this social movement is seeing the value of products as more than just the utility they provide. Understanding how utility became the sole determinant of valuation gives historical insight into social arrangements that existed prior to capitalism, primarily ones that encouraged social responsibility. It becomes apparent how a disconnect formed between products and their users and producers—that
notions of scarcity and utilitarianism are largely societal constructs created by an encouraged insatiable demand for products. This avarice, hidden in mathematical theories, has directed commerce for the past two centuries, but with shortcomings that must be addressed in the increasingly globalized economy.

Economic perspectives of self-interested human behavior demonstrate that mutually beneficial outcomes can occur when self-interested parties freely engage in trade with one another. The resourceful, evaluating, maximizing (REMM) economic model describes and explains self-interested human
behavior—suggesting that individuals seek to creatively maximize their own utility. Yet other theories and research suggests human capacity (and possibly preference) for less selfish and more cooperating behaviors. Faith perspectives complicate this debate because biblical admonitions urge individuals to forgo self-interested actions, which creates a potential tension between economic and faith perspectives of the nature of interpersonal behavior. Understanding the impact of the biblical fall on self interest, as well as understanding the cultural context of biblical teaching about self-interest helps assessment, evaluation and management of this tension. Economic perspectives suggest that self-interested behavior can influence pro-social, cooperative outcomes, and biblical perspectives, and moderate a purely economic outlook with the suggestion that individuals should always unilaterally act based on pure self-interest.

The traditional belief in the inevitability of social stratification is one of the historical antecedents perpetuating the prevalence of perceived ability grouping in today’s American classroom. Since the very foundation of the Republic, rich and poor Americans have consistently received qualitatively different educational opportunities. The quest for a more egalitarian model embodies the warp and woof of positive social change in public schools, for it goes to the heart of whether public education provides an inclusionary or exclusionary function within the American culture. There is much evidence, via a historical examination, that deeply held beliefs premised on a perception that the dueling philosophies of inclusion and exclusion both emanate from a web of deeply held, yet contradictory views of the American experience. The inclusionary view embraces a vibrant democracy, an educated citizenry and concomitant personal and societal improvement (Banks 2015). On the contrary, the exclusionary view envisions a type of intellectual meritocracy, a traditional bio-societal totem pole justified via the use of empirical data to efficiently categorize society into a layered hierarchy.

Promotional Social Responsibility In Online Education Through Service Learning

Andrea Hogan

This paper addresses how service learning benefits students and promotes social responsibility in online education. University-promoted community outreach increases student commitment while encouraging social responsibility outside the classroom. Currently, there is a lack of research and empirical study regarding community engagement and online students. Studies on service learning in the online platform are notably scarce. This paper will address this gap and explore how incorporating service learning in online education can positively enhance the student’s learning experience while promoting social responsibility. Additionally, the author will explore why service learning is important in contemporary education.