ethanporcaro/eric-fulltext-meta huggingface dataset:
Words Speak Louder than Action?: A Mixed-Methods Case Study
Author: Vincent, Stacy K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Culturally Relevant Education,Teacher Education,Secondary School Teachers,Community Involvement,Agricultural Education,Student Diversity,Enrollment Trends,Teaching Methods,Case Studies,Home Visits,Secondary School Students,Interviews,Minority Group Students,Trust (Psychology),Scores,Teacher Attitudes,Statistical Analysis,Empowerment,Transformative Learning,Coding,Curriculum Implementation

The purpose of this mixed-methods case study was to examine the dynamic of Culturally Responsive Pedagogy (Gay, 2010) among nine secondary agriculture teachers in ethnically diverse schools. By reviewing the diversity of student enrollment in the agriculture programs, the participants were separated by two groups: diverse and non-diverse. A hybrid coding system of axial and magnitude allowed an unbiased panel to quantify the comments of each teacher. Results showed a difference in magnitude codes between comments provided by teachers with a diverse student enrollment and teachers with a non-diverse student enrollment. A large difference existed among four of the six characteristics of Culturally Relevant Pedagogy (CRP) and a medium difference existed in the latter two. Recommendations toward teacher home visits, implementation of curriculum modifications and diverse community engagement were directed toward the participants and practicing secondary teachers. Additional research and opportunities for CRP among teacher training institutions are also recommended.
Innovative Classroom Strategies That Prepare College Graduates for Workplace Success
Author: Rateau, Richard J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Workplace Literacy,Workplace Learning,Classroom Techniques,College Graduates,Career Readiness,Instructional Innovation,Semi Structured Interviews,Experienced Teachers,College Faculty,Awards,Educational Strategies,Teacher Behavior,Teaching Methods,Active Learning,Time Factors (Learning),Qualitative Research,Adoption (Ideas),Barriers

In our increasingly competitive and rapidly changing world, it is critical that college graduates enter the workforce with the requisite skills for lasting success. However, recent studies suggest employers increasingly identify a workforce readiness gap in core applied skills, which must be bridged by company investment. Teaching strategies that develop applied skills will better prepare graduates for the workforce. The purpose of this study was to describe the classroom strategies of faculty instructors at Virginia Tech who received recognition for teaching excellence. Each participant took part in a semi-structured interview. After analysis, several themes emerged: (a) demonstration of enthusiasm for student learning; (b) willingness to experiment actively with new ideas for practice; (c) approaching teaching with a guiding mentality rather than directing; (d) fostering student ownership of learning; (e) keeping abreast of new developments and practices; and (f) investing the time and resources to overcome barriers to change. These themes signal an underlying trend: Instructors should focus on helping students become life-long learners by teaching how to prioritize and assess information, work in groups, solve problems, and understand divergent perspectives.
Factors Impacting Members Decision to Continue FFA beyond High School
Author: Sanok, Danielle E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Group Membership,Agricultural Education,Extension Education,Advertising,Focus Groups,High School Graduates,Alumni,Career Development,Safety,Best Practices,Guidelines,Individual Development,Professional Development,Nonprofit Organizations,Qualitative Research,Undergraduate Students,Interviews,Student Attitudes

The purpose of this study was to determine the factors influencing FFA members to continue their FFA experience beyond high school. Two focus groups were conducted, one for collegiate FFA members and one for past/current state officers. Participants provided several areas of improvement for collegiate and alumni FFA membership. Participants noted a lack of advertising from the FFA during high school regarding opportunities for involvement after high school, stated their advisor played an influential role in deciding to continue with FFA, and expressed FFA needed to put forth greater efforts into career building opportunities for collegiate members. Also, participants noted factors such as the desire to give back, safe environment, opportunities to learn about agriculture, and the &quot;FFA Family&quot; as reasons for continuing involvement. State officer participants gave additional insights to why they continued with FFA, including helping members overcome barriers and wanting to serve others. To increase membership beyond high school, we recommend professional development to help advisors promote FFA, evaluation on advertising efforts and increasing advertisements, develop program guidelines outlining how collegiate chapters can accomplish their mission and host events aimed at personal development, and publish best practices on leading a successful alumni chapter.
Consumers' Motivations and Dairy Production Beliefs Regarding Participation in an Educational Dairy Farm Event
Author: LaFollette, Lindsay K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Beliefs,Agricultural Education,Discriminant Analysis,Predictor Variables,Place Based Education,Comparative Analysis,Familiarity,Outreach Programs,Learning Motivation,Questionnaires,Likert Scales,Correlation,Nonformal Education,Adult Education

Exploratory discriminant analysis was used to determine the extent adult consumers' interest motivation to participate in a free educational dairy farm event and their beliefs of the dairy industry could correctly classify the respondents' predicted participation in a nonformal educational event. The most prominent conclusion of the study was that nearly three of four adult consumers in an Indiana community would attend an educational event on a dairy farm if they: (1) were motivated to attend an educational agricultural event because it is fun, interesting, and enjoyable, (2) were motivated to attend educational agricultural events to acquire new knowledge and meet a challenge, (3) were motivated to attend educational agricultural events out of desire to be nutritionally healthy, (4) were familiar with agriculture or directly involved in the industry, (5) were in agreement with the animal welfare practices that dairy farmers implement, and (6) resided in a household that reportedly consumed at least three gallons of fluid milk per week, on average, while at home. This finding may help outreach organizations develop non-formal, educational events that are more appealing to their target audiences as well as market those events in a way that will motivate more consumers to attend.
An Assessment of the Needs of Middle School Agricultural Education Instructors in Georgia
Author: Golden, M. Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Middle School Students,Middle School Teachers,Grade 6,Grade 7,Grade 8,Inservice Teacher Education,Needs Assessment,Questionnaires,Correlation,Vocational Education Teachers

Like their students, middle school agricultural education instructors are a unique group with special needs and concerns. However, the needs of middle school teachers and their programs may be misunderstood and overlooked in the professional world when compared to secondary teachers and programs. While middle school programs are still relatively new to the world of agricultural education and are expected to continue to grow across the country, little focus has been placed on the needs of these programs and their teachers. In order to ensure the success of these teachers and to promote the longevity of quality middle school agricultural education programs, it is necessary to identify what teachers need to be successful. This study focused on Georgia middle school agricultural education instructors' perceived levels of needs in various competency areas. A needs assessment was used to gather data from current Georgia middle school agricultural education instructors. The findings of this study indicate that Georgia middle school agricultural education instructors' greatest overall needs for in-service training were in community and FFA competency areas. Determining the needs of this group of teachers will help provide adequate in-service instruction to ensure that middle school teachers have ample opportunities to be successful both inside and outside of the classroom.
Interdisciplinary Entrepreneurial Leadership Education and the Development of Agricultural Innovators
Author: Mars, Matthew M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Leadership Training,Agricultural Education,Interdisciplinary Approach,Labor Force Development,Undergraduate Students,Student Attitudes,Qualitative Research,Learner Engagement,Innovation,Curriculum Development,Correlation

This article qualitatively explores the potential of entrepreneurial leadership curricula to encourage interdisciplinary interest in agricultural issues and prompt diverse student engagement in agricultural leadership and innovation. The study focuses specifically on the activities and perspectives of 15 undergraduate students who completed an interdisciplinary entrepreneurial leadership course offered at a large land grant university located in the Southwestern region of the United States. The student participants, who worked in teams of two to three to develop innovative solutions to current agricultural challenges, represented 15 different fields of study--12 of which were outside of the disciplinary scope of agriculture. The potential implications of expanding agricultural leadership education beyond the disciplinary boundaries of the agricultural fields through entrepreneurial leadership curricula are considered. Particular attention is given to the likely implications of interdisciplinary learning on the development of a diverse entrepreneurial workforce that is motivated and equipped to lead in the initiation and implementation of agricultural innovation. The insights generated by the study illuminate the potential benefits associated with the development of interdisciplinary agricultural leadership curricula that supports the training and development of entrepreneurial leaders who can effectively forge and advance agricultural innovation.
Does Agricultural Mechanics Laboratory Size Affect Agricultural Education Teachers' Job Satisfaction?
Author: Byrd, Alex Preston
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Agricultural Education,Job Satisfaction,Correlation,Secondary School Teachers,Career Development,Teacher Attitudes,Physical Characteristics,Preservice Teachers

Secondary agricultural education teachers were surveyed to examine if a relationship existed between the physical attributes of agricultural mechanics laboratories and agricultural education teachers' enjoyment of teaching agricultural mechanics. Teachers also indicated their competence to teach courses other than agricultural mechanics within the agricultural education curriculum, perceived importance of Iowa agricultural education curricula, and training an agricultural mechanics Career Development Event (CDE) team. Responses were collected from 103 Iowa agricultural education teachers. It was found that shop size and the age of the shop did not have a correlation between agricultural education teachers' enjoyment of teaching agricultural mechanics, competence in other courses, importance of agricultural mechanics, or training a team to compete in the state CDE. Teachers' enjoyment of teaching agricultural mechanics was positively correlated to the size of the budget for consumables and equipment for their agricultural mechanics laboratory. Researchers recommend that further research be conducted to identify factors which motivate agricultural education teachers who teach agricultural mechanics within secondary agricultural education programs.
Multiple Case Study of STEM in School-Based Agricultural Education
Author: Stubbs, Eric A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,STEM Education,Agricultural Education,Teaching Methods,Teacher Education,Engineering Education,Mathematical Concepts,High School Students,Academic Achievement,Learner Engagement,Integrated Curriculum,Qualitative Research,Observation,Interviews,Student Attitudes,Teacher Attitudes,Secondary School Teachers

This multiple case study investigated the integration of science, technology, engineering, and mathematics (STEM) in three Florida high school agriculture programs. Observations, interviews, documents, and artifacts provided qualitative data that indicated the types of STEM knowledge taught. Variables of interest included student and teacher perceptions, teacher education, demographics, STEM integration, STEM knowledge, and student achievement and engagement. Each program taught students about a variety of STEM disciplines and careers. This study has added to the body of literature indicating student achievement in STEM can be increased by agricultural education. Science and technology were reliably integrated at high levels, but engineering and mathematics concepts were less consistently integrated across cases. Five case study propositions regarding the integration of STEM and the other variables of interest were accepted. Areas for further research within AG-STEM teacher education, teaching methods, and curriculum resources were suggested.
Fundamental Dimensions and Essential Elements of Exemplary Local Extension Units
Author: Terry, Bryan D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Extension Education,Program Effectiveness,Nonformal Education,Delphi Technique,Administrator Surveys,Extension Agents,Administrators,Educational Facilities,Accountability,Leadership Effectiveness,Educational Finance,Financial Support,Land Grant Universities

Collaborative efforts between federal, state, and local government agencies enable local Extension units to deliver a high level of educational opportunities to local citizens. These units represent land-grant institutions by delivering non-formal education that aim to address local, regional, and state concerns. The purpose of this study was to establish consensus that defines the characteristics of an exemplary local Extension unit of the Cooperative Extension Service. This effort is significant because the extent to which these Extension partners have agreed on the components of successful Extension units has never been clearly defined and was unknown. Determining the characteristics of an exemplary local Extension unit will facilitate consistency in the delivery of non-formal education through Extension. Using a modified Delphi technique to survey administrators responsible for the operation of the local Extension unit, this study identified six fundamental dimensions of an exemplary local Extension unit: adequate facilities and infrastructure, well-prepared Extension educators, well-developed educational programs, organizational accountability, effective county unit leadership, and adequate financial capacity. Within these six fundamental dimensions, the study further identified 77 essential elements of exemplary local Extension units. Results of this study will provide the foundation for the development of standards to guide the improvement of local Extension offices.
Assessing the Impact of Sequencing Practicums for Welding in Agricultural Mechanics
Author: Rose, Malcolm
Date: 2015-00-00
Type: Journal Articles
Subjects: Welding,Agricultural Engineering,Research Projects,Quasiexperimental Design,Secondary School Students,Experimental Groups,Pretests Posttests,Scores,Psychomotor Skills,Laboratory Training

This study examined the impact of sequencing practicums for welding on students' ability to perform a 1F (flat position-fillet lap joint) weld on low-carbon steel. Participants were randomly assigned a specific practice sequence of welding for using gas metal arc welding (GMAW) and shielded metal arc welding (SMAW). A total of 71 participants (70.3%, N = 104) completed the research project. The majority of participants (95.8%, f = 69) were male. There was no significant difference between treatment groups on the written pretest (F = 0.847(3), p = 0.473) or posttest scores (F = 0.669(3), p = 0.574). Few students (15%, f = 11) met the performance standards for passing the cracks criterion using SMAW. The majority of students were able to meet the undercut criterion standard using both GMAW and SMAW. The mean weld performance test score among all treatment groups for GMAW was three out of four (SD = 1.04), while the mean weld performance test score for all SMAW treatment groups was two out of four (SD = 1.36). There were no significant differences between treatment groups and weld test performance. This project provided baseline data in understanding sequencing welding laboratory practicums by limiting operator-controlled variables.
Exploring Agricultural Communications Students&apos; Perceptions of Communication Apprehension and Writing Apprehension in the Classroom
Author: Ahrens, Chelsey Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Apprehension,Communications,Student Attitudes,Agricultural Education,College Faculty,Behavior Change,Anxiety,Communication (Thought Transfer),Oral Language,Written Language,Employment Qualifications,Qualitative Research,Student Behavior,Teaching Methods,Self Efficacy,Social Cognition

Employers have identified oral and written communications skills to be the most important skills graduates should possess when entering the workforce. In order for faculty to better understand their students' oral and written communications skills, they should understand what apprehension the students have toward oral and written communications. Specifically, no studies have been found that explore communication apprehension (CA) or writing apprehension (WA) in agricultural communications students. The purpose of this study was to qualitatively explore agricultural communications students' perceptions of CA and WA. Participants believe agricultural communications instructors set up an environment that is conducive to changing behavior. However, students realized and identified areas of improvement that could help them lower their CA and WA. Recommendations for practice are provided in order to help alleviate CA and WA in agricultural communications students.
Reporting and Interpreting Scores Derived from Likert-Type Scales
Author: Warmbrod, J. Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Research,Periodicals,Journal Articles,Content Analysis,Data Interpretation,Scores,Likert Scales,Reliability,Measurement,Accuracy,Summative Evaluation,Evaluation Methods

Forty-nine percent of the 706 articles published in the &quot;Journal of Agricultural Education&quot; from 1995 to 2012 reported quantitative research with at least one variable measured by a Likert-type scale. Grounded in the classical test theory definition of reliability and the tenets basic to Likert-scale measurement methodology, for the target population of 344 articles using Likert-scale methodology, the objectives of the research were to (a) describe the scores derived from Likert-type scales reported and interpreted, (b) describe the reliability coefficients cited for the scores interpreted, and (c) ascertain whether there is congruence or incongruence between the reliability coefficient cited and the Likert-scale scores reported and interpreted. Twenty-eight percent of the 344 articles exhibited congruent interpretations of Likert-scale scores, 45% of the articles exhibited incongruent interpretations, and 27% of the articles exhibited both congruent and incongruent interpretations. Single-item scores were reported and interpreted in 63% of the articles, 98% of which were incongruent interpretations. Summated scores were reported and interpreted in 59% of the articles, 91% of which were congruent interpretations. Recommendations for analysis, interpretation, and reporting of scores derived from Likert-type scales are presented.
An Exploration of the Formal Agricultural Education System in Trinidad and Tobago
Author: Hurst, Sara D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Elementary Secondary Education,Higher Education,Graduate Study,Semi Structured Interviews,Teacher Attitudes,Student Attitudes,Agricultural Occupations,Labor Force Development,Educational Practices,Interaction,Teacher Education,Educational Improvement,Capacity Building,Qualitative Research

A team of nine researchers from the United States spent 10 days exploring the formal agricultural education system in Trinidad and Tobago from primary education through postgraduate education. Data were collected from interviews and observations from students, teachers/instructors, and agricultural producers. The team concluded that (a) the people in Trinidad and Tobago involved in agriculture (teachers, students, and producers) are passionate about agriculture, but believe that the general public demeans agricultural workers and work; (b) Trinidad and Tobago has the capacity to develop a well-trained workforce through a comprehensive agricultural education system that spans from primary education to doctoral instruction, however there was little interaction between the various educational systems; and (c) pedagogical training for agriculture educators at all levels can be improved. Furthermore, conclusions related to nine specific areas of interest are discussed and six recommendations for improving the formal agricultural education system in Trinidad and Tobago are provided. As an exploratory study, the findings and conclusions drawn only begin to shed light on ways to improve human capacity development in Trinidad and Tobago. Thus, future research is warranted to further understand and improve Trinidad and Tobago's human capacity development efforts.
Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction
Author: Mueller, Ashley L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Genetics,Science Instruction,Teacher Attitudes,Biotechnology,Learning Experience,Active Learning,High School Students,Scientific Concepts,Quasiexperimental Design,Student Motivation,Student Attitudes,Web Based Instruction,Program Descriptions,Student Interests,Science Curriculum,Units of Study,Course Content,Outcomes of Education

Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students' knowledge, motivation and perceptions of learning experiences using The Apple Genomics Project, a National Science Foundation-funded web-based curriculum. Students enrolled in both active learning classrooms and passive learning classrooms utilizing The Apple Genomics Project demonstrated an increase in knowledge of biotechnology and genetics, but did not show change of interest in learning science upon completion of the unit. However, student participants in active learning classrooms had more positive perceptions of learning experiences compared to those students enrolled in the passive learning classrooms. Regardless of the approach used, teachers shared similar perceptions regarding The Apple Genomics Project curriculum, specifically, the biotechnology and genomics unit, including the lesson content, lesson activities, use of technology, and overall impressions of the unit.