ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Based Service Learning&apos;s Effect on Environmental Concern and Ability to Write Scientific Papers
Author: Sumarmi
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Service Learning,Instructional Effectiveness,Consciousness Raising,Conservation (Environment),Natural Resources,Water Quality,Forestry,Science Instruction,Geography Instruction,Technical Writing,Writing Skills,Indigenous Knowledge,Social Values,High School Students,Student Attitudes,Public Schools,Foreign Countries

This study aimed to: (1) determine the effect of the problem-based service learning model based on the local wisdom of gugur gunung on the environmental concern of the students in Public Senior High School 1 Campurdarat; (2) determine the effect of problem based service learning models on the ability to write scientific papers at Public Senior High School I Campurdarat; and (3) knowing the students' impressions of the implementation of the problem based service learning model based on the local wisdom of gugur gunung in Lake Buret, Tulungagung. The method used in this study was quasi experiment. The research design used was the post-test control group design with 2 groups: (1) experimental group, which is students from class XI science 1; and (2) control group, which is students from class XI science 3 of Public Senior High School I Campurdarat, Tulungagung Regency, Indonesia. Data was obtained from post-test of environmental concern and ability to write scientific papers. From the Mann-Whitney test using SPSS, the Z count value was smaller than - Z table (-6.851 &lt;- 1.960), and the significance value was smaller than [alpha] (0.000 &lt;0.050), then the decision H0 was rejected which it meant there was a significant difference between the experimental group and the control group based on the measured score.
Content Topic Development for Elementary Agricultural Education Curriculum
Author: Peake, Jason
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Elementary Education,Elementary School Curriculum,Curriculum Development,Academic Standards,Pilot Projects

The purpose of this Delphi study was to determine perceptions of 16 stakeholders regarding what topics should be included in new elementary agricultural education curriculum for the state of Georgia. Participants consisted of elementary principals/teachers/counselors, middle school teachers, Ag in the classroom representatives, Agricultural Education State Staff, curriculum specialists, early childhood teachers, and commodity group representatives. This Delphi study resulted in 52 topics that were agreed upon by the participants; 10 topics received a 4.50-5.00, 16 items received a 4.25-4.49, 13 items received a 4.00-4.24, 11 items received a 3.75-3.99, 2 items received a 3.50-3.7. Participants identified the following five knowledge/skills/competencies as the most important: 1. Define agriculture and local community agriculture, 2. Agriculture industry other than farming, 3. Farm products/ag products/locally grown, 4. Careers in agriculture, 5. Resource management. These 52 knowledge/skills/competencies serve as a practical starting point for elementary agricultural education standards development. Additional research is needed to refine each knowledge/skills/competencies. The results of this study have been used to create the first set of elementary agricultural education standards for Georgia that were implemented in the Fall of 2019 by 26 pilot elementary agricultural education programs.
Association between Oral Error Corrections of University Teacher and English Majors&apos; Language Anxiety in Philippine Higher Education Context
Author: Guibangguibang, Herford Rei B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Error Correction,Anxiety,English (Second Language),Second Language Learning,Audio Equipment,Teaching Methods,Second Language Instruction,Language Teachers,Foreign Countries,Majors (Students),Student Attitudes,Classroom Communication,Teacher Student Relationship,Teaching Styles,College Students

This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual onehour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers' students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chisquare tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is &quot;often&quot; used while explicit correction, recast, and repetition are only used &quot;sometimes&quot; by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers' oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners' anxiety in learning English for undergraduate students choosing English as their major discipline.
Don&apos;t Forget the Field Trip! The Professional Impact on K-12 Teacher Preparation and Retention
Author: Dawson, Shirley Ann
Date: 2020-10-00
Type: Journal Articles
Subjects: Field Trips,Conferences (Gatherings),Professional Development,Teacher Persistence,Faculty Mobility,Preservice Teacher Education,Preservice Teachers,Elementary Secondary Education,Beginning Teachers,Undergraduate Students,Graduate Students,Program Effectiveness,Academic Achievement,Social Networks,Student Attitudes

Field trips are an evidence-based practice to improve learning in K-12 students. Educator training traditionally includes several evidence-based practices to prepare teachers. While the power and impact of field trips for education and recreational purposes for K-12 students is widely accepted, less understood is the role of field trips for college students preparing to become educators. The current investigation is part of an ongoing multi-year survey exploring the impacts of attending a multiday professional convention for teachers. Online surveys were distributed to participants to measure the influence of a conference attendance field trip on new teacher retention rates, academic performance, and professional networking. Both undergraduate and graduate students were included as participants and responded to Likert-type and open-ended questions. Results indicate a positive impact on teacher retention for current and future educators, higher academic performance while attending university, and increased professional involvement opportunities. Future studies are needed to address the limitations of self-reporting.
Effectiveness of Utilizing an Evidence Based Safety Curriculum to Increase Student Knowledge
Author: Perry, Dustin K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Safety Education,Knowledge Level,Instructional Effectiveness,Secondary School Students,Pretests Posttests,Federal Legislation,Labor Legislation,Active Learning,Inquiry,Agricultural Education,Faculty Development

The purpose of this study was to determine the effectiveness of utilizing an evidence based, &quot;Train the Trainer&quot; approach to increase the safety knowledge and awareness of secondary students. Participating teachers attended a 10-hour, inquiry-based summer training workshop utilizing National Safe Tractor and Machinery Operations Program (NSTMOP) materials focusing on roll-over protection structures, mini-tilt table construction, and on-farm tractor risk assessments. Teachers incorporated workshop lessons into existing curricula. Students completed pretests prior to instruction and posttests after instructional units were delivered. A total of 118 students provided completed pre and posttests, with most students identifying as male and more than half enrolled in ninth grade. Wilcoxon Sign-Rank test showed students' posttests were statistically significantly (Z =-5.22, p &lt; 0.001) higher than pre-tests. Student performance in this study suggests the Fair Labor Standards Act exemption provided for youth between the ages of 14 and 15 years old who have completed specific safety training needs to be revisited. Additionally, increasing the age restriction for hazardous occupations in agriculture would be consistent with other industries. In order for students to learn agricultural safety in the classroom setting, teachers participating in this study may consider preparation and continuing education programs that incorporate more production-based experiences focused on safety.
Comparing the 5E Method of Inquiry-Based Instruction and the Four-Stage Model of Direct Instruction on Students&apos; Content Knowledge Achievement in an ENR Curriculum
Author: Colclasure, Blake C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Direct Instruction,Inquiry,Active Learning,Academic Achievement,High School Students,Natural Resources,Knowledge Level,Instructional Effectiveness,Agricultural Education

The purpose of this study was to compare the 5E method of inquiry-based instruction (IBI) and the four-stage model of direct instruction (DI) on students' content knowledge achievement. The population for this study was all secondary high school students enrolled in the CASE® Natural Resources and Ecology course and whose teachers completed the CASE® Institute for Natural Resources and Ecology certification between the years 2013 and 2017. This study was quasi-experimental and used a nonequivalent control group, pretest-posttest design. A convenient sample of 13 teachers and 222 students was collected. Each teacher was randomly assigned to deliver a set of 16 lesson plans that utilized either the IBI or DI approach. Lesson plans were grouped into four modules, each lasting approximately two weeks. Prior to the delivery of each module, teachers administered content knowledge pretests. Posttests were administered at the completion of each 2-week module. Students in both groups demonstrated significant gains in content knowledge achievement. ANCOVA statistical procedures were used to compare student achievement for both instructional methods. Results of the ANCOVA indicated that the 5E method of IBI and the four-stage model of DI are equally effective on students' content knowledge achievement.
Pioneering Spirit: Examining the Motives and Experiences of Non-SBAE Students Majoring in Agricultural Education
Author: Smith, Colten J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Experience,Majors (Students),Agricultural Education,Preservice Teachers,Career Choice,Teacher Student Relationship,Values,Knowledge Base for Teaching,Sense of Community

With the national shortage of school-based agricultural education (SBAE) teachers and subsequent shortage of skilled workers in food, agriculture, and natural resources careers, more expansive recruitment and retention efforts are needed. Traditionally, preservice teachers in agricultural education originate from within SBAE, yet, some non-SBAE students still find their way to the agricultural education major with a desire to become SBAE teachers. The purpose of this bounded single case study was to understand the lived experiences of non-SBAE high school students majoring in agricultural education; specifically, the motives for majoring in agricultural education and the unique challenges associated with it. Documents were collected and interviews and observations over the course of one year were utilized to gather and analyze data. Researchers identified four major themes emerging from the data: a) Non-SBAE students are motivated by altruistic, intrinsic, and extrinsic values (three subthemes); b) non-SBAE pre-service teachers face common and unique challenges (two subthemes); c) faculty support is critical for persistence in the major; and d) non-SBAE students approach their career with uncertainty and caution. Implications and recommendations related to recruitment of youth and retention of non-SBAE preservice agriculture teachers are discussed.
Examining the Effects of Reflection Type and Abstraction Order on Content Knowledge and Content Knowledge Retention during Experiential Learning
Author: Coleman, Bradley M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Experiential Learning,Reflection,Abstract Reasoning,Retention (Psychology),Secondary School Students,Knowledge Level

Experiential learning is fundamental to agricultural education. Current literature indicates some methods of pedagogically implementing experiential learning are more effective than others. The purpose of this study was to examine the effects of reflection type and abstraction order on content knowledge and content knowledge retention when teaching experientially. This research experiment was conducted with secondary school students enrolled in agriscience courses. The findings of this study indicated neither the method in which students reflected nor the order in which they received abstraction affected students' ability to attain content knowledge. However, when analyzing student content knowledge retention, a statistically significant interaction effect indicated reflection type and abstraction order were dependent upon one another. It is recommended those who are interested in knowledge retention outcomes should implement purposeful reflection-on-action techniques when delivering abstract conceptualization prior to an experience.
Fostering Identity Development in Teacher Preparation: Service-Learning&apos;s Role in Empowering Agricultural Education Majors to Teach STEM Concepts
Author: Roberts, Richie
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,Education Majors,Student Development,Service Learning,Student Empowerment,Agricultural Education,STEM Education,Concept Teaching,Self Efficacy,Competence,African Americans,Disproportionate Representation,Context Effect

Existing evidence has demonstrated that educators often lack the competencies required to address science, technology, engineering, and mathematics (STEM) related issues and problems when teaching. As such, a need existed to identify ways to help preservice students negotiate meaning, construct knowledge, and become empowered to facilitate the teaching and learning of STEM in agriculture -- a concept known as STEM identity development. One method of instruction used to achieve such is service-learning (SL). This study's purpose, therefore, was to describe the role of SL in empowering agricultural education majors at North Carolina A&amp;T State University to expand their STEM identity over one academic semester. Findings revealed that as the project progressed, students articulated their SL experiences helped them evolve in three dimensions: (1) competence, (2) performance, and (3) recognition. However, students' ability to construct a more mature STEM identity was also filtered their unique contextual lenses as they engaged with racially diverse populations during the SL project. Moving forward, we recommend that teacher preparation programs more purposefully feature STEM-focused, SL experiences in teaching methods courses. Perhaps, such a curricular change could help better recognize, support, and leverage the identity trajectories of students while also ensuring that opportunities to feature STEM concepts in agricultural education continue to be expanded.
Examining the Relationship between Goal Orientation and Individual Characteristics amongst Agricultural Leadership Development Program Participants
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership Training,Goal Orientation,Student Characteristics,Age Differences,Gender Differences,Educational Attainment,Demography,Geographic Regions,Adults,Foreign Countries

The importance of knowing and employing strategies to effectively motivate learners is well established. This is also true for leadership educators that have a mandate to build leadership capacity amongst learners in various environments. However, despite the importance of learner motivation in learning environments, there has been a lack of empirical studies to determine if there may be dispositional trends related to motivational tendencies based on demographic categories, specifically within adult agricultural leadership development program participants. The current study analyzed goal orientation disposition across demographic categories including gender, age, organizational level, educational attainment, and geographic region amongst alumni of adult agricultural leadership development programs. The results indicate there are trends related to demographic categories leadership educators may consider using as entry points to more effectively motivate learners based on dispositional tendencies. For example, the results imply desire to prove competence relative to peers decreases with age. Therefore, a recommendation for educators would be to target strategies fostering healthy competition towards younger learners and target strategies providing opportunities for learning and personal reflection towards older learners. Additionally, a significant non-finding is goal orientation, not influenced by cognitive ability, is independent of educational attainment. A recommendation then is for educators to not base motivational strategies on cognitive ability or educational attainment. Further research is needed to extend the results of the present study to a much larger population of adults engaged in agriculture across the globe.
Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part I: Method Development and Validation
Author: Samuel, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,On the Job Training,Program Evaluation,Evaluation Methods,Validity,Prior Learning

Training programs are a popular method, in industry globally, to increase awareness of desired concepts to employees and employers and play a critical part in changing or supporting performance improvements. The predominant method to assess the effectiveness of training programs is to have the participants answer Multiple Choice Question (MCQ) and True/False (T/F) questions after the training; however, the metrics typically used to report the outcome of such assessments have drawbacks that make it difficult for the trainer and organization to easily identify the concepts that need more focus and those that do not. This study introduces measures of the Assessment of Training Effectiveness Adjusted for Learning (ATEAL) method, which compensate the assessment scores for prior knowledge and negative training impact in quantifying the effectiveness of each concept taught. The results of this method are compared to the results of the most popular methods currently used. A simulation of various scenarios and the training effectiveness metrics that result from them is used to illustrate the sensitivity and limitation of each method. Results show that the proposed coefficients are more sensitive in detecting prior knowledge and negative training impact. Additionally, the proposed ATEAL method provides a quick and easy way to assess the effectiveness of the training concept based on the assessment results and provides a directional guide on the changes that need to be made to improve the training program for the participants. A companion paper expands the concepts using results from actual training sessions in multiple industries. [For Part II, see EJ1270913.]
Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part II: Practical Application
Author: Samuel, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,On the Job Training,Program Evaluation,Evaluation Methods,Safety Education,Pretests Posttests,Prior Learning,Utilities,Employees

Safety training programs are a popular method, in industry globally, to increase awareness of risks to employees and employers and plays a critical part in reducing safety incidents. The most frequently used method to assess the effectiveness of the training is to have the participants answer Multiple Choice Question (MCQ) and True/False (T/F) questions after the training. The metrics used to report the outcome of the assessments have drawbacks that make it difficult for the trainer and organization to easily identify the concepts that need more focus and those that do not. The goal of this research study is to compare how the methods used to measure training effectiveness of concepts in Level 2 post training assessment differ in how they assess training effectiveness using actual training results. Pre- and Post-training assessments were administered to the participants in 3 different utility industries and were analyzed for training effectiveness using the traditional metrics as well as using ATEAL method. The results were then compared and detailed recommendations of the best and least learned concepts by industry are presented based on these comparative analyses. The ATEAL method is further used to quantify the opportunities for improvement in the training programs based on the participant prior knowledge and any negative training impact observed. Results of the comparison of the various methods show that the proposed ATEAL method provides a quick, accurate and easy way to assesses the effectiveness of the training of concepts and the method identified that for 40% of the concepts trained a higher percentage of participants exhibited more prior knowledge than positive learning and for 6% of the concepts a higher percentage exhibited negative training. These results also provide a directional guide on the improvements that can be made to improve the training effectiveness of the programs. Additionally, it also shows that the ATEAL method can be used in any learning environment where there is a pre-/post-test evaluation of the change and is not limited in application to MCQ and T/F questions. [For Part I, see EJ1270911.]