Effective methods of teaching business education

NBEA 2008 Yearbook

National Business Education Association

 The purpose of education or training is to
provide a series of organized learning
experiences for the learner at all levels of
education.
 Business education curriculum, part of
the larger system, comprises a variety of
teaching and learning contexts.
 The business curriculum encompasses
content for, about, and in business.

 Whether the experiences are intended for
personal business (college) or career use.
 First step is determining objectives and how to
deliver the material.
 Unique nature of each individual, needs of the
community, subject matter content, and other
factors that impact the business curriculum.
 Communicate desired outcomes.

 1983 NBEA appointed a task force to prepare
a list of curriculum standards for teaching
business subjects.
 These are the standards you should use for
your programs.
 Have been incorporated into state and local
standards.
 Addresses all levels of the business education
curriculum.

 K-6: Business educators at this level begin with
the assumption that learning is lifelong. They
serve as resource persons: technology
coordinators, peer coaches, media specialists, or
team teachers. By partnering with elementary
teachers, business educators are able to integrate
technology and career awareness into the
curriculum.
 Career development, communication,
computation, economics and personal finance,
information technology delivered at this level.
 Keyboarding is the subject with the greatest
effect.

 1929 First study concluded that typewriting enhances
the learning process in language arts. The study
showed:
 Elementary school children can learn to key correctly and
well
 Keyboarding experiences accelerate language arts skills and
competencies
 Keyboarding helps improve penmanship
 Creative composition expression can be stimulated by work
at the computer keyboard
 Elementary school children submit neater papers and make
more projects and displays when their materials are typed
 Added use of the computer and the typewriter improved
attitude towards schoolwork

 Often taught or led by business educators.
 Computer lab instructors teach keyboarding with
assistance from business teachers
 Become certified to teach keyboarding
 Goal is 25-30 wpm in 3rd grade with gradual
improvement through the 6th grade
 Foundational information technology skill
developed at the elementary level
 Some learn introductory application skills in
word processing, spreadsheets, databases,
presentations and graphics, as well as, other
computer literacy concepts.

 Grades 6-8
 In middle school/junior high, business educators teach
students to use technology effectively in the learning
process, regardless of subject matter. Students are
introduced to key concepts in basic business,
entrepreneurship, and personal finance and how these
concepts are integrated in a business venture.
 Curriculum primarily includes exploratory and career
awareness experiences and continues to build basic
skills of reading, spelling, writing, and computing.
 Various applications skills are continued especially
word processing are continued at this level
 How to use the internet to research information and
write reports

 Career awareness
 Technology careers which introduce students
to the world of work
 Basic business and personal finance which
provide students with basic business and
personal accounting principles
 Begin to take more intensive career oriented
coursework

 9-12 grades
 Refine their skills and begin career preparation
 Business educators at the secondary level facilitate learning in a
student-centered environment, guiding learners as they develop the
skills needed to be effective consumers, citizens, workers, and
business leaders---Learners continue to explore careers, apply
work-based skills, gain business experience, and participate in
student organizations.
 Business teachers have been at the forefront of the computer
revolution.
 Nearly all subjects at the secondary level have some relationship to
the use of the computer.
 Many schools require students to take at least one semester credit of
computer literacy/applications course; personal finance or
economics.
 Other courses are generally electives

 Courses include: Accounting, business communication, business
law, business math, computer applications (Computer Technology),
business management, economics, entrepreneurship, web design,
ecommerce, international business, introduction to business,
finance, business computer programming.
 Students in 11th and 12th grades may take advanced courses in
computing/programming, telecommunications, multimedia,
webpage design and other business topics.
 Industry-sponsored technology certification is frequently available
such as Microsoft Office Specialist, Cisco Certified Networking
Associate, Novell-sponsored Certified Network Administrator and
others
 Business and marketing teachers also provide work-based learning
through cooperative education programs and business internships

 Community/junior colleges, technical colleges
and institutes, career colleges.
 Two-year postsecondary/community colleges or
technical colleges are ideal places for providing
education and training to people who want to
broaden their educational experiences, change
careers, expand employability options, and/or
upgrade technological skills. Certificate and
degree programs, when combined with practical
work experiences, can smooth the transition from
high school to two- and four- year colleges or to
the business world.

 Mission was formerly to provide the first two years of
college for local students. Now they have more
complex roles.
 One role is to provide the first two years of college to
those who intend to transfer to a four-year institution.
 Another role is to provide employability skills for those
who need only two years of college.
 A third role is to provide ongoing education for people
who have already been to college and are retraining or
are working and want to improve their jobs skills
 Teaching at a community college usually requires a
master’s degree.

 Build upon the skills learned in high school and in some cases may
even duplicate some of those skills.
 Classes include information technology courses and industry
certification classes typically taught by business instructors.
 Students transferring to a four-year college typically take some of
their prerequisites at the community college.
 Transfer courses include accounting, business law, business
communication, business statistics, marketing, economics,
management
 Associate of Arts and/or Science includes primarily general
education for transfer to four-year college
 Associate of Applied Science degree prepares students for
employment in a variety of fields including business. (office
systems, accounting, marketing, information technology)
 Concurrent Enrollment is also offered quite often through a
community college. This provides dual enrollment in the high
school and the college. Students receive credit at both institutions.

 Postsecondary schools that offer no higher
than a two-year degree or diploma in a
vocational, technical, or career field.
 Business courses in these institutions tend to
be more specialized and aligned with the
needs of a specific business occupation.

 For-profit postsecondary institution providing
professional, career-specific programs. Other terms
used to describe these are private business college,
proprietary school, or independent college.
 Offer short-term certificates and diplomas to bachelors,
master’s and doctoral degrees.
 Business-related programs include accounting, allied
medical, business administration, hospitality
management, information technology, and legal
administration.
 Credits may not be transferable to colleges and
universities.

 National Standards for Business Education does not address
curriculum at the college and university level because that area is
very broad.
 Faculty members generally must possess a doctoral degree.
 Association to Advance Collegiate Schools of Business (AACSB)
accreditation assures quality and promotes excellence and
continuous improvement in undergraduate and graduate education
for business administration and accounting.
 AACSB process requires that the curriculum must include such
general knowledge and skills areas as communication abilities;
ethical understanding and reasoning abilities; analytic skills; use of
information technology; multicultural and diversity understanding;
and reflective things skills. Suggested management-specific
knowledge and skills areas include financial theories, group and
individual dynamics, statistical data analysis, domestic and global
economic environments and creation of value through integrated
production and distribution of goods.

 Instruction delivered through educational
institutions prepares individuals to enter the
workforce.
 It also provides for retraining or upgrading
knowledge and skills.
 Instructional approaches in the educational
setting are fairly standard.
 Workplace instruction is sponsored, planned,
designed, conducted, and evaluated at either the
organizations site or at a remote location such as
on a college campus.
 Rapid technological change drives the demand.

 CTE offers programs for students, workers, and lifelong
learners of all ages to fulfill their working potential.
 Business education and other career fields such as
agriculture, family and consumer sciences, health and
industrial technology provide career-related courses and
programs that are constantly evolving due to the changing
global economy.
 The career and technical education curriculum delivers
 Academic subject matter taught with relevance to the real world
(contextual learning)
 Employability skills, from job-related skills to workplace ethics
 Education pathways that help students explore interests and
careers in the process of progressing through school

 Education pathways allowing students to explore and
prepare for careers are organized into career clusters.
 U.S. Office of Education identified 16
 Business management and administration
 Education and training
 Finance
 Information technology
 Market, sales, and services
 Career clusters identify pathways from secondary school to
two- and four-year colleges, graduate school and the
workplace to help students learn in school and what they
can do in the future.
 This connection to future goals motivates students to work
harder and enroll in more rigorous courses.

 Recommendation from the Association for Career
and Technical Education
 Create incentives for students to pursue the core
curriculum in an interest-based context.
 Connecting rigorous academic expectations with the
relevance of an interest-based curriculum can help
connect students to learning in meaningful ways.
 Business education has long been a leader in ensuring
relevant, integrated curricular opportunities.
 Operating a school-based enterprise such as a school
store is an example of this.

 All CTE areas support the co-curricular
opportunities provided through student
organizations such as Business Professionals
of America, DECA and Future Business
Leaders of America-Phi Beta Lambda as a
vital significant positive relationship between
business program.

 Technology
 500 B.C. – the abacus
 1800s – telephone and typewriter
 Computer has had more impact than any other
 Business teachers worldwide provide the
instruction for the productive use of this
technology
 Industry-sponsored technology certification
 Distance learning

 National Standards and Funding Legislation
 Diane Ravitch (1995), recognized as a chief architects of
the modern standards movement gave this rational for
standards, “Americans…expect strict standards to govern
construction of buildings, bridges, highways, and tunnels,
shoddy work would put lives at risk. They expect stringent
standards to protect their drinking water, the food they eat,
and the air they breathe. Standards are created because they
improve the activity of life”
 No Child Left Behind (NCLB) 2003
 Carl D. Perkins Career and Technical Education
Improvement Act of 2006
 Science, Technology, Engineering and Math (STEM) 2012

 Some states NBEA standards, National Association for Business
Teacher Education (NABTE) Business Teacher Education
Curriculum Guide and Program Standards are used as guidelines for
subject matter content of the standards.
 Certification/licensing requires teachers to complete a business
teacher education program in secondary education that includes a
student teaching experience.
 Many states require business teachers to pass a teaching proficiency
and/or content area proficiency test.
 Certification/licensing also requires CTE endorsements, work
experience, work-based learning or cooperative education program
coordination.
 Alternative Route to Licensure (ARL) All states have enacted
legislation allowing individuals to attain teaching certification
bypassing the postsecondary education program

Effective methods of teaching business education

Effective methods of teaching business education

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Effective methods of teaching business education