ethanporcaro/eric-fulltext-meta huggingface dataset:
Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?
Author: Moore, Gary E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Peer Relationship,Student Attitudes,Graduate Students,Agricultural Education,Student Surveys,Gender Differences,Personality Traits,Age Differences,Extension Education,Computer Mediated Communication

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some students desired student-to-student interaction, the majority of the respondents do not particularly like or want student-to-student interaction. When various sub-groups of the population (disaggregated by gender, personality type, age, work status, and student status) were examined, the results were the same. None of the sub-groups embraced student-to-student interaction in distance education classes.
Self-Control and Academic Performance in Engineering
Author: Honken, Nora
Date: 2016-12-00
Type: Journal Articles
Subjects: Self Control,Engineering Education,Academic Achievement,Outcomes of Education,College Entrance Examinations,Academic Persistence,School Holding Power,Measures (Individuals),Statistical Analysis,Mathematics Instruction,Student Placement,Grade Point Average,Admission Criteria,Learning Strategies,Questionnaires,Student Attitudes,Prediction,Time Management,Study Skills,Skill Development,Scores,Research Universities,College Freshmen,Regression (Statistics)

Self-control has been related to positive student outcomes including academic performance of college students. Because of the critical nature of the first semester academic performance for engineering students in terms of retention and persistence in pursuing an engineering degree, this study investigated the relationship between freshmen engineering students' scores on the Brief Self-Control Scale and first semester GPA. To identify the unique explanatory contribution of self-control beyond incoming academic performance differences, the effect of ACT Composite scores was statistically removed from the sample of three cohorts of freshmen engineering students (n = 1295 total). The results showed the measure of self-control explained on average 4.2% of the residual variability in first semester GPA, after accounting for the variability explained by ACT scores. Based on results of this study, self-control predicted between 27%-42% as much of the variance in first semester GPA as did ACT scores, a much-used high stakes measure frequently used for decisions such as program admittance or mathematics course placement. Thus self-control is a nontrivial predictor of academic performance. Based on post hoc analysis, relevant self-control behaviors might manifest themselves in time and study management since there was a significant correlation between self-control scores and scores on the MSLQ time and study management measure. These results have implications for both how much of an impact positive self-control may have on freshmen engineering academic performance, while also offering potential avenues to support students in bolstering aspects of this personality trait through a focus on strengthening time and study management skills.
CELBAN™: A 10-Year Retrospective Catherine Lewis &amp; Blanche Kingdon
Author: Lewis, Catherine
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Nurses,Benchmarking,Foreign Countries,Profiles,High Stakes Tests,Testing,History,Test Construction

This article provides a 10-year review by the test developers of the Canadian English Language Benchmark Assessment for Nurses (CELBAN™). From 2004 to 2014, the development, implementation, national administration, and operations of CELBAN and CELBAN-related products and services were the responsibility of the test developers and team at the Canadian English Language Assessment Services (CELAS) Centre at Red River College, Winnipeg, Manitoba. The CELAS Centre team experienced both challenges and opportunities during this 10-year period. As CELBAN expands, and in light of its current profile as a high stakes language assessment tool, a time for reflection and review is warranted. This retrospective review of CELBAN provides an overview of its history, administration, operations, and growth, as well as challenges experienced and lessons learned by the CELAS Centre team. Further research and development ideas are also posited by the CELBAN test developers.
Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations
Author: Bai, Haiyan
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Web Based Instruction,Teaching Methods,Multivariate Analysis,Undergraduate Students,Scores,Educational Technology,Fuels,Science Instruction,Pretests Posttests,Student Motivation,Inferences,Control Groups,Quasiexperimental Design,Program Effectiveness,Cognitive Style,Correlation,Knowledge Level

The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n[subscript 1] = 144 and n[subscript 2] = 135) from senior engineering classes. The multivariate analysis results revealed that the participants had a significant increase in their learning motivation after the treatment with the IGLU modules. This result was cross-validated with the two samples, in which the motivation mean posttest scores are significantly higher than the mean pretest scores, systematically (Sample 1: the mean score is increased by 2.09 [0.32, 3.87] points, p = 0.021; Sample 2: the mean score is increased by 1.38 [0.14, 2.61] points, p = 0.029). With the use of instructional technology prevailing in current university courses, the education initiative of the IGLU system and the assessment of its impact on student learning motivation provide us information to improve the modules to serve a more diverse student body. It will greatly help the development of engineering educational curriculum. With regards to the statistical inference, it is desirable to conduct further studies with a quasi-experiment control group design to assess the program effect focusing on student learning and its associations with student learning motivations and learning styles.
Effect of a &quot;Look-Ahead&quot; Problem on Undergraduate Engineering Students' Concept Comprehension
Author: Goodman, Kevin
Date: 2016-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Assignments,Reading Assignments,Concept Teaching,Correlation,Pretests Posttests,Teaching Methods,Achievement Gains,Instructional Effectiveness

In an effort to motivate undergraduate engineering students to prepare for class by reviewing material before lectures, a &quot;Look-Ahead&quot; problem was utilized. Students from two undergraduate engineering courses; Statics and Electronic Circuits, were assigned problems from course material that had not yet been covered in class. These assignments were collected and assessed. Grades from the &quot;Look-Ahead&quot; problems, collected over a sixteen-week semester, were compared to overall exam performance. In addition, exam problem scores from specific correlating concepts/topics were compared with &quot;Look-Ahead&quot; problem scores. Surprisingly, the data show very low correlation between student performance on &quot;Look-Ahead&quot; problems and exams.
International Approaches to Renewable Energy Education--A Faculty Professional Development Case Study with Recommended Practices for STEM Educators
Author: Walz, Kenneth A.
Date: 2016-12-00
Type: Journal Articles
Subjects: Energy Conservation,STEM Education,Faculty Development,Consciousness Raising,International Educational Exchange,Foreign Countries,Communities of Practice,Technology Education,Industry,Cultural Differences,Pretests Posttests,Teacher Surveys,Inquiry,Reports,Program Effectiveness,Public Policy,School Role,School Business Relationship,Teacher Competencies,Curriculum,Knowledge Level

Calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry require an exploration of how to incorporate a global perspective in STEM curricula, and how to best develop faculty providing them with global knowledge and skills necessary to update and improve existing teaching practices. To expand awareness of the global renewable energy sector, a cohort of renewable energy educators from across the United States participated in two international learning exchanges to Australia/New Zealand and Germany/Denmark. The exchanges provided opportunities for the participants to meet with technical educators, visit teaching labs, review industry partnerships, talk with policy makers and government representatives, and to share knowledge and best teaching practices. Three years after the initial international exchange, participant data was collected to measure the extended impact of the experience and the perceived value of various learning activities. The results show that the exchanges expanded participant's knowledge of renewable energy technologies and issues both in the U.S. and abroad, and also influenced teaching curriculum and instruction, and academic community engagement. This study serves as a model program for providing STEM faculty with rich international experience. The findings in this manuscript highlight the key components to building a successful international professional development program, and illustrate the type of impacts that can result from these activities. The lessons learned are meaningful to other institutions or organizations planning similar international activities in a variety of disciplines.
A Variety of Turkish in Mid-South Turkey: Arabic-Turkish Inter-Language
Author: Ordem, Eser
Date: 2017-01-00
Type: Journal Articles
Subjects: Turkish,Semitic Languages,Interlanguage,Foreign Countries,Second Language Learning,Language Usage,Dialects,Social Influences,Cultural Influences,Ethnography,Females,Bilingualism,Older Adults,Audio Equipment,Qualitative Research

Studies on inter-language in the second language acquisition field have been of paramount importance in recent years. In line with such studies, thus with this study we aim to show oral production samples of adult Arabic speakers of Turkish (N = 10) through elicited data in natural conversation settings, and to analyze the data morphosyntactically and lexically based on the inter-language hypothesis. Analysis of the gathered data indicates that the participants produced the target language quite competently and fluently by showing morphosyntactic and lexical variations in their output. The results obtained from intralingual communication, where only Arabic speakers are involved, suggest that the variety in question displays relative variations from the standard dialect in two domains mentioned above. Findings concerning Arabic and non-Arabic speakers present a rather different picture in that the variety gets much closer to the standard Turkey Turkish, and tend to support literature review emphasizing the importance of inter-language variation from socio-ecological and socio-cultural viewpoints. The study implies that second language acquisition might be attained in adulthood.
Cooperating Teachers' Perspectives of Student Teaching Skills and Activities
Author: Smalley, Scott W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Cooperating Teachers,Teacher Attitudes,Student Teachers,Teaching Skills,Student Teaching,Student Teacher Evaluation,Educational Planning,Supervision,Field Experience Programs,School Community Relationship,Adult Education,Teacher Surveys,Relevance (Education),Teacher Education,Skill Development,Leadership Training

The purpose of this study was to determine the extent to which cooperating teachers deem required student teaching skills and activities relevant to the agricultural education student teaching experience. The population for this descriptive study consisted of individuals who served as cooperating teachers in Iowa and South Dakota during the last 5 years (N = 70). The study focused on activities in eight constructs: evaluation of student performance, teaching, FFA, planning instruction, Supervised Agricultural Experience (SAE), teaching profession, school-community relations, and adult education. Cooperating teachers surveyed in this study believed that seven of the eight constructs were very relevant to the student teaching experience. They thought the eighth construct, adult education, was irrelevant. This study serves as a feedback loop to university agricultural education student teaching coordinators. Since cooperating teachers exert a powerful influence on practices adopted by student teachers, it is critical that training for cooperating teachers emphasizes the importance of skills and activities required during the capstone student teaching experience. Agricultural education programs nationwide can use these results as guidelines when reviewing expectations for student teaching and cooperating teachers.
Student Teacher Dialogue in an Electronic Community of Practice: Cognition Level Related to the InTASC Standards
Author: Clark, Taylorann K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teachers,Communities of Practice,Computer Uses in Education,Electronic Publishing,Web Sites,Critical Thinking,Standards,Agricultural Education

Teachers are constantly being evaluated based upon their ability to provide the best education for their students. These evaluations are done at a macro level, where teachers must meet state and national mandates that deem them highly qualified, and at a micro level, where teachers must display proficiency as effective teachers through teacher education standards. Specific to preservice teachers, the Interstate New Teacher Assessment and Support Consortium (InTASC) aligns standards based upon what preservice teachers should know and be able to do. The purpose of this study was to determine the frequency in which student teacher blog posts in an electronic community of practice related to the InTASC standards, as well as determine the average level of student teacher critical thinking displayed in the blog posts related to those standards. Student teachers most frequently blogged about the Professional Learning and Ethical Practices standard as compared to the other nine InTASC standards. It was found that for blog posts discussing InTASC standards, overall critical thinking was displayed at knowledge, comprehension, or application levels. It is recommended that future studies utilize open coding in order to gain a broader insight of the student teachers' discussions.
In-Service Training Needs of Agriculture Teachers for Preparing Them to Be Effective in the 21st Century
Author: Davis, R. Jason
Date: 2015-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Agricultural Education,Cooperative Learning,Role,Agricultural Production,Food,Security (Psychology),Teacher Effectiveness,Leadership Training,Teamwork,Teacher Leadership,Problem Based Learning,Thinking Skills,Job Skills,Reading Skills,Writing Skills,Mathematics Skills,Teacher Attitudes,Statistical Analysis,Questionnaires,Likert Scales

The purpose of this descriptive survey research study conducted with agriculture teachers in North Carolina was to determine their in-service training needs in order to be effective for preparing students with the 21st century skills necessary for students to be successful. This study reaffirms the need for continuation of leadership education as an important skill and integration of reading, writing, and math concepts into all agricultural education curricula for preparing students to be successful in the 21st century. The role of agriculture in global food security; application of problem-based learning; planning and delivering lessons to utilize higher order thinking skills; teaching leadership skills; and development of teamwork and student collaboration were identified as the five most important in-service training needs for preparing agriculture teachers to be effective educators. Findings of this study are limited to North Carolina agriculture teachers. This limitation of applying findings for other states should be addressed by conducting a study with a diverse sample of agriculture teachers across the nation.
Identifying Student Cultural Awareness and Perceptions of Different Cultures
Author: Rodriguez, Mary T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Agricultural Colleges,Racial Attitudes,Undergraduate Students,Undocumented Immigrants,Correlation,Regression (Statistics),Student Attitudes,Predictor Variables,Cultural Pluralism,Attitude Measures,Questionnaires,Likert Scales

The population of the United States is growing and increasing in cultural diversity. Of the total U.S. population in 2010, 50.48 million were of Hispanic or Latino origin. Colleges and universities must prepare students to be successful in this diverse work place. Agricultural college students must know how to navigate diversity in order to adapt to an ever-changing industry; one that employs a large number of foreign-born and possibly undocumented immigrants, and all the complexities of decisions made that involve this workforce. Bandura's social cognitive theory provides the framework for teaching students to have a multicultural mindset leading to positive attitudes and behaviors toward immigrants. This study investigated the colorblind racial attitudes of undergraduate students in a College of Agriculture. The relationship between colorblindness and their attitudes toward undocumented immigrants was found to have a correlation. A regression analysis showed level of colorblindness as a significant predictor of attitudes toward undocumented immigrants. Therefore showing that if students adopt a colorblind racial attitude, it can be predicted they will have less favorable attitudes toward undocumented immigrants. Improving students' attitudes of immigrants by teaching multiculturalism can lead to better engagement in the agricultural industry by up and coming professionals.
Informing Extension Program Development through Audience Segmentation: Targeting High Water Users
Author: Huang, Pei-wen
Date: 2016-00-00
Type: Journal Articles
Subjects: Water,Ecology,Extension Education,Conservation (Environment),Sustainability,Surveys,Behavior,Social Behavior,Agricultural Occupations,Individual Characteristics,Likert Scales

Human reliance on water has led to water issues globally. Although extension professionals have made efforts successfully to educate the general public about water conservation to enhance water resource sustainability, difficulty has been found in reaching high water users, defined as residents irrigating excessively to their landscape irrigation needs without awareness of the environmental impacts. This study sought to identify differences in water conservation behavior engagement between the general public and high water users to facilitate the development of extension programs targeting high water users. Florida residents (N = 516) and high water users in Florida (N = 512) were surveyed for this descriptive and comparative study. Respondents were asked to indicate their current engagement in water use behavior, water conservation strategies, and the likelihood of engaging in water conservation and related societal behaviors. Compared to the general public, high water users reported a higher frequency of engagement in water use behaviors, and were less likely to engage in water conservation and related societal behaviors. Based on the findings it is recommended that extension professionals segment the high water users from the general public as a specific clientele and develop educational programs relevant to their specific needs and behavioral patterns.
An Observational Analysis of Coaching Behaviors for Career Development Event Teams: A Mixed Methods Study
Author: Ball, Anna L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Coaching (Performance),Career Development,Observation,Case Studies,Mixed Methods Research,Semi Structured Interviews,Educational Practices,Pedagogical Content Knowledge,Teamwork,Educational Strategies,Multivariate Analysis,Expertise,Goal Orientation,Educational Objectives

School Based Agricultural Education (SBAE) teachers can use coaching behaviors, along with their agricultural content knowledge to help their Career Development Event (CDE) teams succeed. This mixed methods, collective case study observed three SBAE teachers preparing multiple CDEs throughout the CDE season. The teachers observed had a previous track record of success at the state level with multiple CDE teams. The teachers were observed twice on location during CDE practices and their behaviors were documented using an observational instrument. Following the observations, interviews were conducted with all teachers using the quantitative data to guide the interview questions. Both sets of data were analyzed together and it was concluded that practice mechanics, content knowledge, and coach and team were key components to preparing CDE teams. Separately, the qualitative interviews found the use of goal setting, as major component of CDE team preparation. From the findings it is recommended that CDE coaches use strategies that align with practice mechanics, content knowledge, coach and team, and goal setting when preparing CDE teams.
Learners' Beliefs about Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts
Author: Kartchava, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Error Correction,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Comparative Analysis,Correlation,Questionnaires,Statistical Analysis,Student Characteristics,Foreign Countries,Cross Cultural Studies,Factor Analysis,Multiple Regression Analysis

This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the factor analyses revealed underlying beliefs that were shared by the two populations, the Mann-Whitney-Wilcoxon test identified aspects that differed from one setting to another. To determine possible effects of the background factors, these were correlated with the average belief scores calculated for each participant. The results validate the questionnaire, point to certain background factors that may predict beliefs, and suggest that some beliefs about feedback may be shared across contexts.
Where Good Pedagogical Ideas Come From: The Story of an EAP Task
Author: Light, Justine
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Task Analysis,Graduate Students,Undergraduate Students,Teaching Methods,Assignments,Bilingualism,Teacher Education,Foreign Countries,Course Descriptions

Teachers using a task-based language teaching (TBLT) approach are always searching for learning tasks that have the potential to prepare learners for the real world. In this article, we describe how an authentic academic assignment for graduate students in a teaching English as a second language (TESL) course was transformed into a task-based lesson for undergraduate English for academic purposes (EAP) students. We provide a brief review of TBLT and how it fits in with the goals of EAP programming. We then describe the original academic task, followed by a detailed overview of the EAP lesson and reflections on its implementation.