ethanporcaro/eric-fulltext-meta huggingface dataset:
Graduate STEM-Based Agriculture Education and Women Agriculturalists: An Agency Perspective
Author: Mars, Matthew M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Females,Agricultural Education,STEM Education,Academic Aspiration,Occupational Aspiration,Student Experience,Student Attitudes,Agricultural Colleges,Land Grant Universities,Qualitative Research,Case Studies,Gender Bias,Influences,Semi Structured Interviews

In this paper, we explored the academic and professional aspirations, experiences, and perspectives of 11 women pursuing graduate degrees based in the science, technology, engineering, and mathematics (STEM) fields within research-intensive agriculture colleges at three land grant research universities in the United States (U.S.). Using principles drawn from the theories of human agency (Bandura, 1989, 2001; Emirbayer &amp; Mische, 1998; Locke, 1978; Lukes, 1973; Sewell, 1992; Terosky, Campbell, &amp; O'Meara, 2014) and gendered organizations (Acker, 1990, 2012) as our conceptual guide, we explored the conditions and contexts that influence the academic experiences and professional trajectories of emergent women agriculturalists who are enrolled in STEM-based graduate programs. We were particularly attentive to how such experiences and trajectories aligned with agricultural environments that have been shown to be masculine (i.e., large-scale farming and agribusiness, STEM-based agricultural research, Extension). The study developed a deeper understanding of the institutionalized conditions that influence the participation and leadership of women in solving the agricultural problems that confront society and the human condition. Implications for graduate STEM-based agriculture education are discussed and recommendations for both practice and future research are proposed.
Wherefore Art Thou MOOC?: Defining Massive Open Online Courses
Author: Blackmon, Stephanie J.
Date: 2017-12-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Classification,Definitions,Higher Education,Courses

Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they use the term MOOC? In the current work, we delve into the variations of MOOCs, and we put a typology we previously created into practice. Our goal with this work is not only to provide an extended categorization for MOOCs but also to apply those categories to MOOCs that are currently advertised or already available.
Characteristics of Enthusiastic and Growing School-Based Agricultural Education Teachers: A Delphi Approach
Author: Easterly, R. G., III.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Delphi Technique,Faculty Development,Vocational Education Teachers,Teacher Characteristics,Expertise,Master Teachers,Questionnaires,Likert Scales

The most optimal way to prepare teachers is a source of debate and inquiry. The common view held in school-based agricultural education is to use professional development to augment what teachers learned in their teacher preparation program. This has been typically implemented through induction support and generic professional development. Fessler and Christensen (1992) described a teacher career cycle that highlights the need to differentiate professional development for teachers beyond the induction stage. Teachers in the Enthusiastic and Growing stage are described as having a high level of competence, but continue to grow as professionals. The purpose of this study was to determine the characteristics of Enthusiastic and Growing school-based agriculture education teachers in order to inform professional development practice. A panel of 105 Enthusiastic and Growing teachers were selected to serve on a Delphi panel and asked to identify the characteristics of an expert agriculture teacher. Twenty-seven responses were agreed upon by the panel. Some characteristics were congruent with the existing descriptions of Enthusiastic and Growing teachers, while some descriptions were unique to school-based agricultural education. Based on these findings, professional development should be implemented using a systems approach to promote these characteristics in teachers.
Using Critical Thinking Styles of Opinion Leaders to Drive Extension Communication
Author: Putnam, Brianne B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Natural Resources,Agricultural Occupations,Water,Food,Safety,Genetics,Extension Agents,Leadership,Cognitive Style,Communication Strategies,Surveys,Statistical Analysis,Change Agents,Opinions,Extension Education

In order to address the complex challenges facing the agricultural and natural resource industry, extension educators must collaborate with opinion leaders. Extension educators can use the assistance of opinion leaders in program design and implementation in order to best meet the needs of stakeholders and the public. Collaboration between extension educators and opinion leaders is more easily conducted when each party understands one another's cognitive style and communication channel preference. This study explored the relationship between opinion leader critical thinking style among three contextual issue groups in agriculture and natural resources and preferred communication preferences used by extension educators. The three contextual issue groups included opinion leaders from the areas of water, food safety, and genetic modification (GM). Researchers used the University of Florida Critical Thinking Inventory (UFCTI) to measure critical thinking style of 300 respondents in Florida. Each of the contextual issue groups preferred engagement with information as their preferred critical thinking style. Among the contextual issue groups, significant differences were identified between the water and food safety groups in the information seeking UFCTI score and the GM and food safety groups in the information engagement score. The preferred method of receiving information overall was visiting a website.
Using Home Irrigation Users&apos; Perceptions to Inform Water Conservation Programs
Author: Warner, Laura A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Water,Surveys,Statistical Analysis,Geographic Location,Attitude Measures,Water Pollution,Satisfaction,Adults,Likert Scales,Conservation (Environment),Recreational Activities,Business,Extension Education,Agricultural Education

Targeted agricultural education programs can play a role in solving complex water issues. This article applies importance-performance analysis to examine dimensions of water resources that may inform local water conservation campaigns in the United States. The purpose of this study was to generate a deep understanding of home irrigation users' preferences and perceptions about water to inform landscape irrigation water best practices campaigns among this audience nationwide. Importance-performance analysis was conducted using quantitative survey research. Responses were drawn from 2,675 people who use home landscape irrigation in all states nationwide and from three areas experiencing serious water issues: Florida, California, and the Chesapeake Bay Watershed. There were differences among respondents as a function of geographical location, which revealed people are likely influenced by their exposure to and experience with water issues. There were significant differences between respondents' perceived importance with clean water for different purposes and plentiful water for different purposes. We identified gaps between importance of and satisfaction with clean and plentiful water for different purposes which demonstrate dissatisfaction around important water topics, such as clean water for local and large water bodies. The findings provide insight for targeted programs surrounding local needs and issues. Agricultural education professionals who work on water issues should emphasize home irrigation users' influence on water quality issues over water quantity issues, and should incorporate locally specific findings into programs.
Students&apos; Perceptions of School-Based Agricultural Education through an Initial Early Field Experience
Author: Rank, Bryan D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Undergraduate Students,Student Attitudes,Preservice Teachers,Agricultural Education,Observation,Photography,Social Action,Coding,Active Learning,Cooperative Learning,Student Projects,Awards,Academic Degrees,Student Centered Learning,Educational Facilities,Learning Activities,Qualitative Research

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face class meetings and a 12-hour initial field experience observation. Students' photographed their perceptions of each component in the agricultural education model (classroom, SAE, FFA). The coding of reflective captions led to themes in three areas of the agricultural education model: (a) classroom themes were active learning, collaboration and facilities, (b) FFA themes were activities and opportunities, and (c) SAE themes were school based projects, awards/degrees, and the smallest circle. Overall, the EFE students used their photographs and descriptions to describe the learner-centered nature of the program. The EFE students described how the three components of the agricultural education model worked together to help school-based agricultural education (SBAE) students gain knowledge and experience. It is recommended that teacher educators incorporate photovoice in EFE programs to facilitate discussion of the initial perceptions of students.
Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses
Author: Cole, Andrew William
Date: 2017-12-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Student Motivation,Online Courses,Educational Technology,Technology Uses in Education,Feedback (Response),Teacher Student Relationship,Predictor Variables,Multiple Regression Analysis,Student Attitudes,Interpersonal Communication,Hypothesis Testing,Online Surveys,Statistical Analysis,Factor Analysis

Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger &amp; DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, &amp; Archer, 2001; Garrison, Anderson, &amp; Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 190 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses. However, perceptions of teaching presence did not predict motivation in the hypothesized direction. These findings support the notion that the online learning environment offers its own unique set of challenges and opportunities, and warrants continued empirical research beyond comparisons to FtF classroom settings.
Self-Reflection and Math Performance in an Online Learning Environment
Author: Choi, Jinnie
Date: 2017-12-00
Type: Journal Articles
Subjects: Online Courses,Reflection,Virtual Classrooms,Educational Technology,Technology Uses in Education,Correlation,Mathematics Achievement,Elementary School Students,Middle School Students,High School Students,Self Evaluation (Individuals),Knowledge Level,Concept Formation,Student Attitudes,Age Differences,Mathematics Tests,Difficulty Level,Self Esteem,Grades (Scholastic),Algebra,Mathematics Skills,Probability

According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. Engaging students in self-reflection is a potentially promising pedagogical approach for supporting math learning. Nonetheless, it is unclear how models for math learning in brick and mortar classrooms translate in an online learning environment. The purpose of this study was to (a) analyze assessment data from virtual schools to explore the association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on math performance in an online learning environment. In this study, the self-reflection assessments were developed and administered multiple times within several math courses during the 2014-15 school year. These assessments included 4- 7 questions that asked students to reflect on their understanding of the knowledge and skills they learned in the preceding lessons and units. Using these assessments, multiple constructs and indicators were measured, which included confidence about the topic knowledge/understanding, general feelings towards math, accuracy of self-judgment against actual test performance, and frequency of self-reflection. Through a series of three retrospective studies, data were collected from full-time virtual school students who took three math courses (one elementary, one middle, and one high school math course) in eight virtual schools in the United States during the 2013-14 and 2014-15 school years. The results showed that (a) participation in self-reflection varied by grade, unit test performance level, and course/topic difficulty; (b) more frequent participation in self-reflection and higher self-confidence level were associated with higher final course performance; and (c) self-reflection, as was implemented here, showed limited impact for more difficult topics, higher grade courses, and higher performing students. Implications for future research are provided.
You Seize What Pops Up: A Qualitative Investigation of the Core Features of School-Based Agricultural Education Professional Development
Author: Easterly, R.G., III.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Faculty Development,Semi Structured Interviews,Qualitative Research,Content Analysis,Active Learning,Program Length,Teacher Collaboration,Program Content

Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The transcriptions of the interviews were coded using content analysis to determine if Desimone's core features were evident in the PD practice of enthusiastic and growing teachers. The codes for four teachers indicated that they were in the enthusiastic and growing career stage and were included in the content analysis. The respondents indicated PD for SBAE teachers included collective participation, content focus, and active learning. Discrepancy was found between Desimone's core features of PD of coherence and duration. PD should be designed in SBAE to include the core features of PD. A Team Ag Ed. approach to planning and implementing PD is recommended to increase coherence and promote participation in PD offerings. Efforts should also be made to incorporate school district and subject-specific initiatives. Further investigation is needed to explore Desimone's full model of PD for SBAE teachers.
Towards Developing an Industry-Validated Food Technology Curriculum in Afghanistan
Author: Ebner, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Food,Agricultural Education,Agricultural Production,Higher Education,Agricultural Occupations,Curriculum Development,Business,Industry,Surveys,Professional Personnel,Technical Assistance,School Business Relationship,Safety

Afghanistan remains an agrarian country with most analyses holding food production and processing as key to recovery. To date, however, there are no public or private higher education departments focused on food technology. To bridge this gap, Herat University initiated a new academic department conferring BS degrees in food technology. Models for developing agriculture curricula consider industry input integral to preparing graduates for the job market. Here, we assessed perspectives of Afghan food processors on challenges faced and skills/knowledge valued most in new employees as a first step in developing an industry validated food technology curriculum for Afghanistan. Businesses identified numerous challenges (e.g., having to source technical assistance from outside the country) and specific skills gaps (e.g., ability to conduct quality analysis/assurance) they feel should be addressed by the university. Afghan higher education is largely teacher centered, however, with little to no integration of industry stakeholders and responses indicated that establishing beneficial relationships between stakeholders and university programs will take considerable effort. As Afghanistan continues higher education reform throughout the country with the addition of more &quot;workforce&quot; oriented degree programs, these results have implications extending to other areas of agriculture and beyond.
The Role of Teachers in Facilitating Mathematics Learning Opportunities in Agriculture, Food, and Natural Resources
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Role,Mathematics Skills,Knowledge Level,Agricultural Education,Food,Natural Resources,Interdisciplinary Approach,Teacher Attitudes,Intention,Models,Questionnaires,Online Surveys,Statistical Analysis,Structural Equation Models,Teacher Behavior

Strengthening knowledge and skills in mathematics is critically important to preparing the next generation of innovators, problem solvers, and interdisciplinary thinkers. School-based agricultural education offers a valuable context to co-develop mathematics knowledge and skills alongside knowledge and skills in agriculture, food, and natural resources. The current study explored the role of school-based agricultural education teachers in facilitating interdisciplinary agriculture, food, natural resources, and mathematics learning experiences. Findings suggest teachers possessed positive attitudes, supportive subjective norms, high levels of perceived behavioral control, and moderate to high perceptions of mathematics knowledge. Additionally, teachers intended to teach mathematics content in an average of 24.51% of agriculture, food, and natural resources curriculum. However, in modeling the intentions of school-based agricultural education teachers to teach math, the combination of attitude toward the behavior, subjective norms, perceived behavioral control, and mathematics knowledge explained only 9% of the variance. Within the model, perceived behavioral control was a statistically significant, positive predictor of intentions to teach math. Findings are discussed in terms of statistical and practical significance, with specific recommendations for follow-up research exploring a wider breadth of variables potentially influencing intentions to teach math.
The Black Swans of Agricultural Education: A Glimpse into the Lived Experiences That Shape Urban Agricultural Educators&apos; Meaning in Work
Author: Roberts, Richie
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Education,Agricultural Education,Teaching Experience,Urban Teaching,Coping,Phenomenology,Teachers,Teacher Characteristics

Urban agricultural educators face a number of unique challenges in performing their job duties. Therefore, the purpose of this study was to understand the essence of urban agricultural educators' meaning in their work by exploring their lived experiences. In this study, the essence emerged in the form of a metaphor: A Black Swan. The black swan represents a distinctiveness that urban agricultural educators possess in the agricultural education discipline. The black swans are guided by fusing (a) individualization, (b) self-connection, (c) contribution, (d) unification, and (e) coping abilities into a powerful construct identified as transcendence. By transcending ordinary levels of meaning, urban agricultural educators appeared to cope with their challenges in unique ways. Perhaps, the reason underlying the use of this coping strategy is the distinct population that urban agricultural educators serve since participants reported their programs were largely comprised of ethnic minority students living in low socioeconomic households. Urban agricultural educators might, therefore, continuously be faced with issues that remind them of the important role they play in their students' lives. Moving forward, the study's findings could be used as a foundation to explore and refine the discipline's current understandings of urban agricultural educators' meaning in work.
Using the Theory of Planned Behavior to Encourage Water Conservation among Extension Clients
Author: Kumar Chaudhary, Anil
Date: 2017-00-00
Type: Journal Articles
Subjects: Behavior Theories,Conservation (Environment),Water,Extension Education,Surveys,Behavior Standards,Social Behavior,Attitudes,Intention,Statistical Analysis,Regression (Statistics)

Extension professionals can play a role in addressing water scarcity issues by helping home landscape irrigation users to conserve water. This study used survey research to examine the relationship between several variables, including attitudes, subjective norms, perceived behavioral control, personal norms, demographic factors, and past behaviors, on intention to use good irrigation practices among Florida home landscape irrigation users (N = 1,063). Following subsequent hierarchical linear regression models, the final model explained 39% of the variance in intentions to engage in good landscape irrigation practices. Subjective norms had a strong influence on intention to engage in landscape water conservation, and past behaviors and personal norms improved the prediction. Extension professionals should incorporate subjective norms into water conservation programs by emphasizing somewhat invisible conservation behaviors to improve perceptions of peers' practices. When personal norms are strong, the subjective norms are slightly less important. Residents who feel a personal obligation to conserve water may be more open to information related to water conservation, and they may be more likely to act, even in the absence of social support. Finally, Extension professionals should consider the audience's past behaviors to design programs that are compatible with actions that Extension clients are likely to take.