ethanporcaro/eric-fulltext-meta huggingface dataset:
In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration
Author: Pan, Shu Chien
Date: 2011-12-00
Type: Journal Articles
Subjects: Web Sites,Elementary Secondary Education,Self Efficacy,Technology Integration,Global Approach,Multiple Regression Analysis,Educational Technology,Inservice Teacher Education,Performance Factors,Predictor Variables,Web 2.0 Technologies,Web Based Instruction,Technology Uses in Education,Barriers,Mail Surveys,Professional Development,Change Strategies,Educational Change,Teacher Attitudes

Background: The implementation and integration of computer technologies in K-12 education has seen nearly constant growth since the early 1980s (Culp, Honey, Mandinach &amp; Bailey, 2003), in part because this trend has become synonymous with skills that students will need as participants in a competitive global economy (Culp et al., 2003). It has been argued that the integration of Web 2.0 tools into K-12 education will help students acquire such skills, as the web-based platforms offered by Web 2.0 provide an open, dynamic environment allowing all end-users to participate, interact, and collaborate with instructors, peers, friends, and unknown people worldwide (Buffington, 2008; Jonassen, Howland, Marra &amp; Crismond, 2008; Solomon &amp; Schrum, 2007). This paper investigated the relationship between in-service teachers' self-efficacy and the integration of Web 2.0 tools (e.g., blogs, wikis, podcasts, social networking sites, image/photo sharing sites, &amp; course management systems) at K-12 public schools in the United States. Goals: This study identified the factors predicting the utilization of these Web 2.0 tools in classroom instruction. It provides insight into the barriers of technology integration for future implementation. Research Method: A nationwide stratified sample frame was utilized to collect quantitative data through a web survey. A multiple regression analysis was employed to isolate the factors influencing the integration of Web 2.0 tools in K-12 classrooms. Results: A total of 559 in-service teachers responded to this research invitation. The results revealed public in-service teachers reported a low level of self-efficacy in using Web 2.0 tools, as well as a low frequency of Web 2.0 tools integration in their classrooms. Three out of five predictors included: teachers' self-efficacy, professional development, and school administrative support significantly predict the use of Web 2.0 tools. (Contains 2 tables.)
Exploring the Effects of a Cross-Cultural Service-Learning Program on Intercultural Competence of Participants
Author: Wang, Xin
Date: 2011-12-00
Type: Journal Articles
Subjects: Undergraduate Study,International Programs,Service Learning,Personal Autonomy,Foreign Countries,Data Analysis,Fellowships,Test Theory,Cultural Awareness,Intercultural Communication,Pretests Posttests,Scores,Resilience (Psychology),Skill Development,Measures (Individuals),Adjustment (to Environment),Program Descriptions

Background: Service-learning as a pedagogy and curricular consideration to revitalize undergraduate education has been flourishing in the Asia-Pacific Region for years. The W. T. Chan Fellowship Program is designed as an intercultural service-learning program, with the fellows coming from China and Hong Kong, to experience service-learning in the United States. Aims: This study investigates the effects of service-learning international program on intercultural competence of participants, using a pre-test and post-test approach. Sample: All twelve fellows involved in the W.T. Chan Fellowship Program. Method: Cross-Cultural Adaptability Inventory (CCAI) was utilized to measure intercultural competence of participants. The CCAI scores of the participants were compared prior to and after the program to measure any change during the period. Results: The results using a t-test analysis indicated that students who participated in the W.T. Chan Fellowship program showed a significant increase in total score of CCAI as well as in each dimension after completion the program. Data analysis also revealed that participants without previous intercultural experience gained significantly more in the dimension of emotional resiliency than those who had. Conclusion: As an intercultural service-learning program, participants can develop international competency, particularly in the areas of Emotional Resilience, Flexibility/Openness, Perceptual Acuity, Personal Autonomy. The findings of this study can assist international educators to design more effective education programs that would aid students in attaining the desired knowledge, skills and competencies. (Contains 3 tables.)
Changing Engineering Curriculum in the Globalizing World
Author: Chung, Chak
Date: 2011-12-00
Type: Journal Articles
Subjects: Engineering Education,Outcome Based Education,Exchange Programs,Learning Strategies,Global Approach,College Graduates,Course Content,Engineering,Foreign Countries,Outcomes of Education,Student Mobility,Social Responsibility,College Curriculum,Curriculum Development,Educational Trends,Trend Analysis

Background: Under the impact of globalization and the coming of the Information Age, there is a paradigm shift occurring in the engineering curriculum and academic structure. Apart from the creation of new programs for the emerging fields in engineering, the approach and orientation have also been shifted from objective-based/input-based education to outcome-based education. The criteria for the new generation of quality engineering graduates have been much broadened. Engineering program structures are being revised to facilitate student mobility, and set to meet global recruitment needs. Focus of discussion: This paper is divided into two parts: The first concerned with the general engineering education development and the second describes the developments in the European Union, the United States, and Japan. Suggestions: To meet the new learning outcomes, approaches to learning, teaching, and assessments are revised and realigned. Not only have the graduates to update their professional knowledge, they should also have acquired various generic thinking and communication skills, the ethical sense of social responsibility, learning how to learn and life-long learning, knowledge of foreign language and other culture as well as authentic experience in doing research. Conclusion: As engineering education is being internationalized, the government can keep in step with the international community by joining regional and international cooperation initiatives in engineering education. Students should be encouraged to participate in international research exchange programs. Institutions of higher learning must design new program structures, identify desired learning outcomes, determine ways to align and attain their outcomes through revising course content, provide pedagogical training for faculties, adopt a variety of teaching and learning methods, and devise appropriate assessment criteria and methods. (Contains 1 note.)
How to Teach Contrastive (Intercultural) Rhetoric: Some Ideas for Pedagogical Application
Author: Walker, Deron
Date: 2011-12-00
Type: Journal Articles
Subjects: Electronic Learning,Rhetoric,Foreign Countries,Writing Instruction,Teaching Methods,Intercultural Programs,Theory Practice Relationship,Curriculum Implementation,Change Strategies,Educational Strategies,Instructional Innovation,Classroom Techniques,Writing Strategies,Best Practices

Background: Despite years of intense criticism of contrastive (intercultural) rhetoric, theoretical debate, and controversy, there has been a recent resurgence in the number of high quality pedagogical studies concerning the teaching of intercultural rhetoric in university writing classes for East-Asian (Chinese, Japanese, and Korean) writers. Aims: This article seeks to link theory to practice, synthesize the best methods and techniques from the aforementioned recent studies and begin a &quot;how to&quot; discussion for ESL / EFL writing instructors. Literature Review: Recent research suggests techniques such as (1) students as ethnographers, (2) e-learning, (3) use of students' L1, and (4) teacher conferencing and peer response can enhance intercultural rhetoric and second language writing instruction as a result. The &quot;How To&quot;...Classroom Implementation: The researcher discusses the aforementioned research-based techniques introduced in the literature review section and makes practical and specific suggestions for implementing them in writing classrooms. Conclusion: A number of recent studies in East-Asia in particular (China, Japan, and Korea), have pointed to a pedagogically practical resurgence of intercultural rhetoric.
Webster University: A Case Study in Innovative Academic &amp; Organizational Designs for Tertiary Education in the 21st Century
Author: Tamashiro, Roy
Date: 2011-12-00
Type: Journal Articles
Subjects: Higher Education,Global Education,Private Colleges,Educational Innovation,Private Financial Support,Institutional Mission,Student Diversity,Goal Orientation,Technology Uses in Education,Independent Study,Models

Background: Given rising expectations for higher education institutions to rely more on private sources of funding, there is a search for viable models and directions that promise success. But the models used by successful institutions are often unique and not applicable to institutions needing guidance. Aims or focus of discussion: The aim of this paper is to review the development of Webster University, as a case example of how it has met the complex challenges facing private higher learning institutions. The analysis seeks to identify themes and guiding principles that can benefit other institutions. Arguments / comments / suggestions: Five themes explain how Webster University developed from its origin as a small Catholic college in 1915, to achieve its status today as a vibrant, independent, international university with 107 campuses and worldwide enrollment of 21,000. The themes include: (1) commitment to a clear mission; (2) global education programs; (3) diversity of students; (4) personalized learning; and (5) embedded technologies. The themes are conceived as guiding principles that can be shaped and customized to the needs, characteristics, and the particular circumstances of other institutions. The themes also have room for many creative solutions and directions, yet unknown or untested. Conclusion: The case study of Webster University's development gives credence and validation for other institutions to trust the visionary thinking, creative energies, resourcefulness, and commitment of everyone involved toward a viable, relevant and successful institution for the 21st century.
Preservice Teachers as Change Agents: Going the Extra Mile in Service-Learning Experiences
Author: Marchel, Carol A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Mentors,Educational Psychology,Evaluation,Change Agents,Field Experience Programs,Participant Observation,Self Evaluation (Individuals),Journal Writing,Student Teacher Attitudes,Beliefs,Self Efficacy,Change Strategies,Interprofessional Relationship,Interpersonal Competence,Social Cognition,Educational Change,Learning Experience

Educational psychologists involved in teacher education are expected to develop professional teacher dispositions of preservice students. The professional disposition "teacher as change agent" is used to frame actions in service-learning field experiences in a teacher preparation program. Preservice teacher service-learning journals, self-ratings, participant observations, and mentor teacher reports were used to understand service-learning design elements associated with preservice teacher dispositions as change agents. Frequent service visits extended over time, opportunities to develop relationships at sites, and perceiving that one makes a difference with preschool through high school (P-12) learners were linked to desirable disposition outcomes. Further suggestions for course design elements include (a) providing activities to help preservice teachers understand field contexts, (b) supporting a good match between preservice teachers and learner needs, and (c) making the characteristics and role of change agents part of the preparation and evaluation process. (Contains 1 table and 1 footnote.)
The Effects of Metacognition and Concrete Encoding Strategies on Depth of Understanding in Educational Psychology
Author: Schellenberg, Suzanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Class Activities,Student Attitudes,Educational Psychology,Tests,Scores,Metacognition,Teaching Methods,Academic Achievement,Comparative Analysis,Cognitive Processes,Psychology,Learning Strategies,Homework,Memory,Undergraduate Students

The study compared the academic achievement, as measured by final examination scores, of an experimental group of undergraduate educational psychology students who were provided with concrete mechanisms designed to promote metacognition and the use of specific encoding strategies to the achievement of a control group of similar students who were not provided with the same concrete mechanisms. The two groups were taught by the same instructor, who used the same teaching methods and identical class activities, homework, quizzes, and tests. The results indicated a statistically significant difference between the two groups, favoring the experimental group. Implications of the study for instruction and suggestions for further research are included.
Teachers' Beliefs about Neuroscience and Education
Author: Zambo, Debby
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Psychology,Teacher Attitudes,Neurology,Scientific Research,Surveys,Critical Thinking,Brain,Child Development,Schools of Education,Questionnaires

Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of views: believers, believers with reservations, and nonbelievers. Believers believed neuroscience was applicable and that they were using information from neuroscience in their classrooms. Believers with reservations believed in the benefits of neuroscience but were hesitant to commit wholeheartedly. Nonbelievers saw no use for neuroscience and perceived it to be a passing fad. From these findings, ideas that focus on sound information and critical thinking are offered for those who teach educational psychology and related subjects. (Contains 1 table.)
Taking Agricultural Education to The Next Level: Distinguished Lecture Presented at the 2010 Annual Conference of the American Association for Agricultural Education, Omaha, Nebraska, May 25, 2010
Author: Osborne, Ed
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Agricultural Colleges,Agricultural Education,Agriculture,Conferences (Gatherings),Educational History,Educational Change,Scientific Research,College Faculty,Teacher Role

This article is the author's Distinguished Lecture presented at the 2010 Annual Conference of the American Association for Agricultural Education (AAAE), in Omaha, Nebraska, on May 25, 2010. In this lecture, the author looks back at the significant changes in agricultural education in the last 100 or so years and discusses four major ways that one can take agricultural education to "The Next Level." He concludes his lecture with some fundamentally important, unanswered questions for the profession. The author urges those in the field of agricultural education to jointly commit to creating "A New Agricultural Education"--one characterized by: (1) a unified discipline with greater disciplinary capacity; (2) a stronger and deeper scientific base; (3) a broader purpose in colleges of agriculture; and (4) faculty members with broad perspectives and deep expertise in their discipline. He emphasizes that now is the time to refocus their efforts toward a greater common cause in agricultural education and proactively use their unique disciplinary expertise in collaboration with other scientists to ensure that American agriculture is solidly positioned to continue its vital role in the society in the decades ahead.
Exploring Relationships between Teaching Efficacy and Student Teacher-Cooperating Teacher Relationships
Author: Edgar, Don W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Quasiexperimental Design,Field Experience Programs,Cooperating Teachers,Self Efficacy,Teacher Student Relationship,Beliefs,Agricultural Education,Predictor Variables,Control Groups,Experimental Groups,Schematic Studies,Supervisor Supervisee Relationship,Aptitude Treatment Interaction

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers on student teachers' self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Based on data from this study, it was concluded that structured communication did not affect teaching efficacy or the relationship between the student teacher and cooperating teacher. (Contains 2 figures and 3 tables.)
Developing a Paradigm Model of Youth Leadership Development and Community Engagement: A Grounded Theory
Author: Hastings, Lindsay J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Grounded Theory,Youth Leaders,Social Capital,Leadership Qualities,School Community Relationship,Adults,Youth,Social Influences,Rural Areas,Young Adults,Citizenship Responsibility,Student Participation

This grounded theory study explored the impact of community engagement on how youth leaders develop. A paradigm model illustrating this developmental process is presented, which includes the conditions that empowered the youth to engage in their community, the strategies used by the youth and the adults in their work together, the conditions that helped/hindered those strategies, and the resulting outcomes. Results of the analysis indicated that individual connections, common sentiments, and being asked to engage were identified as the most salient causal conditions. The action taken by the youth and adult respondents mobilized those individual connections and common sentiments into social capital, which was then converted into individual and community outcomes. (Contains 1 figure.)
Predictors of Job Satisfaction among Selected Agriculture Faculty
Author: Foor, Ryan M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Extension Education,Job Satisfaction,Research Methodology,Agricultural Education,Department Heads,College Faculty,Predictor Variables,Teacher Education,Leadership Training,Surveys,Measures (Individuals),Expertise,Individual Development,Teacher Attitudes,Scores

The construct of job satisfaction is rooted in Maslow's Hierarchy of Needs and Herzberg's Motivator-Hygiene Theory. The current study was conducted to ascertain the level of job satisfaction of faculty members specializing in agricultural communication, agricultural leadership, agricultural teacher education, and extension education and to determine which job factors are the greatest predictors of an individual's overall job satisfaction. Survey research methods were utilized to collect data from members of the American Association for Agricultural Education with specializations in the aforementioned disciplines. The Three Factor Job Satisfaction Scale was used to measure faculty members' level of satisfaction with the policy and administration, personal growth and satisfaction, and fiscal resources job factors as well as the level of overall job satisfaction. A 74% response rate was achieved. Descriptive and relational statistics were used to analyze the data. Overall, faculty members were moderately satisfied with their jobs, with the personal growth and satisfaction job factor explaining the greatest proportion of variance in overall job satisfaction scores. Department chairs and administrators should focus faculty professional development around the factors related to individuals' personal growth and satisfaction. (Contains 3 tables.)
Cultivating Change through Peer Teaching
Author: Velez, Jonathan J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Extension Education,Focus Groups,Discourse Analysis,Metacognition,Interaction,Classroom Environment,Peer Teaching,Change Strategies,Agricultural Education,Student Teachers,Interviews,Reflection,Career Development

The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual analysis, individual interviews, and focus group interviews to gather data addressing the research objectives. Overall, participants enjoyed both peer teaching and being taught by peers. The peer teaching environment facilitated student interaction which allowed students to assume the role of active participants. Students laughed, talked, and interacted throughout the lessons, creating a warm and inclusive atmosphere. Specifically, students that engaged in peer teaching displayed elements of metacognition, self-reflection, and career formation, coupled with a classroom environment free from the typical instructional and relational constraints associated with instructor/learner interaction.
The Relationship between Experience and Self-Perceptions of Knowledge and Relevance of Teaching Competencies of Faculty in a College of Agricultural and Life Sciences
Author: Stedman, Nicole L. P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Biological Sciences,Distance Education,Self Concept,Knowledge Level,Relevance (Education),Teacher Competencies,College Faculty,Agricultural Education,Educational Quality,Questionnaires,Educational Technology,Academic Rank (Professional),Teaching Skills

There has been a call for faculty at academic institutions to improve the quality of their educational programs. Previous research findings have found that the size and focus of the institution impacts the quality and resources given to instructional activities. However, it has been noted that traditionally research-focused institutions now are beginning to appreciate the role and importance of their academic programs. Researchers designed this study to describe the differences existing among faculty's self-perceived knowledge and relevance of teaching competencies to deliver academic programs. A web-based questionnaire designed with three distinct set of questions regarding instructional and teaching needs was administered to a convenience sample of College of Agricultural and Life Sciences faculty at the University of Florida. Faculty reported low self-perceptions in the area of distance delivery. Characteristics such as faculty appointment and rank were found to impact perceptions toward teaching as well. Recommendations for further research and programmatic development were provided. (Contains 1 table.)