ethanporcaro/eric-fulltext-meta huggingface dataset:
Outcome Framework for School Garden Program Development and Evaluation: A Delphi Approach
Author: Diaz, John M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gardening,Teaching Methods,Agricultural Education,Program Effectiveness,Case Studies,Delphi Technique,Online Surveys,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education,Postsecondary Education

School gardens programs and garden-based education are positioned to become fixtures in educational institutions given recent trends and the national interest in gardens at school sites. Agricultural education professionals have integrated school gardens into core science, social studies, math, and language arts courses as well as agricultural education programs for elementary, middle, and high school curriculum. The literature shows that while there are specific curriculum links being made, school garden programs elicit a multitude of benefits in addition to enhancing student performance. Although the literature outlines an extensive set of impacts that may result from a school garden program, they are grounded in a specific case or intervention. Those who are planning for and evaluating school garden programs are left to make connections based on case study results or intervention trials, which leaves plenty of room for error. We utilized the Delphi approach with a panel of 74 experts to identify consensus on 38 outcomes that should be used to inform program development and evaluation efforts. Agricultural education professionals and other stakeholders connected to school gardens can use the results of this study to provide a solid foundation for an outcome-driven school garden program.
Brain Drain in Higher Education: Critical Voices on Teacher Education in Yemen
Author: Muthanna, Abdulghani
Date: 2018-00-00
Type: Journal Articles
Subjects: Brain Drain,Higher Education,Educational Quality,Labor Turnover,Teacher Education Programs,Teacher Educators,Foreign Countries,Case Studies,Interviews,Teacher Salaries,Overseas Employment,Job Security,Safety,Educational Finance,Educational Research,Administrators,College Administration

Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers' salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen.
Effectiveness of E-Learning Design and Affecting Variables in Thai Public Schools
Author: Panyajamorn, Titie
Date: 2018-06-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Reading Instruction,Mathematics Instruction,Rural Areas,Urban Areas,Public Schools,Foreign Countries,Secondary School Students,Tests,Statistical Analysis,Standardized Tests,Achievement Tests,International Assessment,Student Satisfaction,Hypothesis Testing,Pretests Posttests,Classification,Scores

Purpose: This study proposed and examined the effectiveness of e-learning content design by considering two different subjects (mathematics and reading) and areas (metropolitan and rural). This study also investigated several variables, i.e., students' satisfaction, motivation, and experience, that influenced learning abilities. Moreover, we suggest ways of improving the effectiveness of e-learning for different kinds of students, subjects, and areas. Methodology: The participants were recruited from 263 randomly selected students in secondary-school grades 9-10 (15 years old). One hundred and thirty-eight students were from a public metropolitan school in Bangkok province, and 125 were from a public rural school in Suphanburi province. The main testing method was divided into two procedures. First, pilot testing was conducted to confirm the reliability, validity, and internal consistency of the program and the exam questions, followed by field testing methods, which researchers used to identify the effectiveness of content design. Data analysis involved a quantitative research approach using a paired &quot;t&quot;-test to find the difference in scores between the pre- and post-tests. Analysis of variance (ANOVA) was used to analyse and find the relationships between improvements in scores and variables. Findings: The results indicated that the selected patterns of content and design were effective in mathematics and reading subjects and in both rural and metropolitan areas. In addition, the academic achievement, accumulated (overall) grade point average (GPAX), significantly influenced improvements in reading subjects, and the intelligence indicator (IQ) had a significant effect on mathematic subjects in both areas. Furthermore, students' satisfaction had an effect on learning abilities in most student groups. Significance: This pattern of design content may be significant for both instructors and program designers. This study provided a way of designing effective e-learning content that integrated effective indicators to identify potential students and improve their abilities. This pattern can be integrated with active learning. This blended learning model might be the new solution to solving problems with low-performing students in rural areas.
Using the Six Americas Framework to Communicate and Educate about Global Warming
Author: Taylor, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Scientific and Technical Information,Information Dissemination,Climate,Weather,Beliefs,Public Opinion,Mass Instruction,Information Sources,Adoption (Ideas),Demography,Purchasing,Consumer Economics

Agricultural communicators and extension educators need to make scientific information about global warming, a critical component of climate change, more salient to the general public to increase knowledge and to encourage people to take action to mitigate its effect; however, views on global warming are diverse. Scientists have repeatedly shown human activity is directly impacting the Earth's climate. Despite this, a segment of the U.S. population (including politicians with a large amount of influence) are very vocal about their mistrust of climate science and lack of belief in global warming. States located on the coasts are affected by climate change the most where extreme weather events impact the safety of residents and agricultural production more often than those located inland. This research used the Six Americas framework to identify the diverse segments of believers/nonbelievers in Florida. Findings revealed 87% of respondents believed in climate change but are not actively engaged in its mitigation. Recommendations are offered on how agricultural communicators can reach diverse segments of the population and the role extension educators can play in their communities to turn difficult to understand climate science into something the public can understand and get behind.
Measuring the Impact of an Academe Community Extension Program in the Philippines
Author: Llenares, Ian I.
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Community Programs,Extension Education,College Students,Caring,Citizenship Education,Capacity Building,Low Income Groups,Knowledge Level,Attitude Measures,Life Style,Statistical Analysis,Surveys,Higher Education

Purpose: This study is designed to create platforms to train students in higher education to be caring and responsible citizens. This is the third academe extension mission that aims to tap into the expertise and its knowledge to help the community. Based on the framework of community empowerment, the researchers measured the long-term impact of a 44-month community extension program in the Philippines. The extension program described in this study was implemented between March 2009 and December 2015 to address the capacity-building needs of a low-income community. This paper highlights some key development activities which includes partnership with local government, training needs assessment through grassroot-level participation and design of practical education-training programs. Methodology: The study follows a descriptive research design. The Community Outcome Scale (COS) was developed to measure perceived knowledge, attitude, and lifestyle of the beneficiaries. Fifty-four community residents were purposively selected based on their attendance to the community-based education and training programs. The ANOVA method with post hoc analysis was employed to determine the differences between perceived knowledge, attitude, and lifestyle among residents stratified according to the degree of completion of the training programs. Findings: There was a moderate improvement in community knowledge, attitude, and lifestyle based on the survey which was performed one-and-a-half years after the completion of the extensions programs. Based on the results, improved long-term outcomes were noted only amongst the regular and occasional participants. Significance: There is an increasing appreciation of the impact of higher education extension in the teaching and learning process as students apply their disciplinary knowledge to help address real-world problems. This work may be of interest to higher education institutions (HEIs) which are designing community extension programs with optimized societal outcomes.
How the Rights of All School Students and Teachers Are Affected by Special Educational Needs or Disability (SEND) Services: Teaching, Psychology, Policy
Author: Alderson, Priscilla
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Rights,Disabilities,Special Education,Educational History,Inclusion,Special Schools,School Policy,Teacher Student Relationship,Teaching Methods,Ethics,Cost Effectiveness,Educational Psychology,Special Needs Students,Models,Mainstreaming,Politics of Education,Medicine,Justice,Decision Making,Referral,Foreign Countries

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.
Industry Perspective on Journalism Education Curriculum in Malaysia
Author: Yusof, Norhafezah
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism Education,Curriculum Evaluation,Curriculum Research,Specialists,Educational Attitudes,Professional Identity,Semi Structured Interviews,Models,Fundamental Concepts,Skill Development,Relevance (Education),Transformative Learning,Specialization,Higher Education

Purpose: This study investigated media and communication practitioners' perspectives on the journalism curriculum education in Malaysia. Curriculum plays an important role in providing quality education for students. Journalism is a dynamic field that integrates industrial experience and fundamental knowledge in the field from higher educational institutions. Scholars in the field are divided on the issue of whether it is important for academia to consider input from industrial players in shaping the curriculum on journalism education in higher institutions of learning. Methodology: Drawing from the researchers' experiences and guidelines from the Malaysian Qualifications Agency, the Taba Model was adapted as the theoretical framework for the study. The study used a semi-structured interview method. Fifteen experts were interviewed. They have served more than 10 years in the media industry and have held various executive positions. The interview protocol was developed based on the literature review and guidelines from the curriculum review of Communication and Media Studies. The interviews were conducted at the offices or homes of interviewees. Each interview ranged from 1 to 2 hours. The data was analysed using thematic analysis. Findings: The findings revealed four main themes, namely (1) Strong general knowledge requirement, (2) Right skills mattered, (3) Interest in the field--ability to adapt and learn, and (4) Specialised knowledge. The analysis of interviews indicated that curriculum needs to be revised based on academic convention and industrial needs. Significance: Thus, these findings lend further support to the clarion call for industry and academia to collaborate extensively in nurturing high quality graduates in journalism.
Enhancing Higher Education Curricula: A Case Study from the University of Waikato, New Zealand
Author: Longhurst, Robyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Interdisciplinary Approach,Curriculum Development,Foreign Countries,Universities,Ethnography,College Faculty,Teaching Methods,Case Studies,Educational Change

In 2014, the University of Waikato launched the Curriculum Enhancement Programme (CEP). As the leaders of this programme we have used autoethnography to reflect critically on our experience. Throughout the course of the CEP some things have gone well; others, in hindsight, have not gone so well and in retrospect we would have done them differently. This includes using more channels of communication, more frequently, especially with staff; getting all of Waikato's faculties to pull together more effectively as one institution; and working harder to increase students' opportunities for interdisciplinarity in teaching and research. These lessons, we hope, will be helpful for others also embarking on wide-scale curriculum change.
Developing Relationality and Student Belonging: The Need for Building Cosmopolitan Engagement in Undergraduate Communities
Author: Bamford, Jan
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Sense of Community,Ethnic Groups,Learner Engagement,Cultural Awareness,Cultural Differences,Business Administration Education,Science Education,Foreign Countries,Friendship,Social Support Groups,Intercultural Communication,Science Laboratories

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar universities, has sought to develop a better understanding of how students in London engage with higher education, with their learning and with cultural others, and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students have identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation have suggested that students tend to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds.
Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in Financial Management Classroom
Author: Sugeng, Bambang
Date: 2018-06-00
Type: Journal Articles
Subjects: Self Esteem,Active Learning,Money Management,Action Research,Undergraduate Students,Questionnaires,Observation,Interviews,Learning Strategies,Student Behavior,Student Participation,Cooperative Learning,Student Attitudes

Purpose: The purpose of this study is to identify an effective learning strategy for students to engage authentically in their learning process. This study also aims to introduce an innovative active learning approach. This is intended to enhance students' involvement and to strengthen self-confidence throughout their learning in the Financial Management class. As suggested in the literature review, the approach involves the adoption of structured and accountable presentation-based learning activities. Methodology: This study used action research design involving an iterative process of self-reflective cycles: planning, acting, observing and reflecting. This research was accomplished in two cycles. Three Financial Management classes of an undergraduate program consisting of 120 students in the first cycle and 110 students in the second cycle participated in this research as part of regular classroom activities. Semi-structured questionnaire, lecturer observation, and interview were used as the method for data collection. The quantitative and qualitative data that was collected were analysed accordingly. Findings: The results indicated that the approach which was adopted in this research enabled students to be actively engaged in their learning process. This nullified free-riding learning behaviour among the students. The results indicate that the approach adopted in this research reasonably enabled students to be actively engaged in their learning process and nullified free-riding learning behaviour among them. It also provided a chance to students to exercise their self-regulated learning towards a more independent learner and increased their confidence to speak and participate in the class forum. Significance: The results of this research contribute to the improvement of teaching practice in higher education particularly in the Financial Management course. The results imply that providing some freedom for students to creatively design and be accountable for their own learning has great potential of enhancing their authentic active learning and confidence.
&quot;I Employed My Own Strategy&quot;: Exploring Primary Headteachers&apos; Organisational and Professional Socialisations
Author: Tahir, Lokman Mohd
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Principals,Elementary Schools,Administrator Attitudes,Socialization,Staff Orientation,Leadership Training,School Culture,Teacher Administrator Relationship,Parent School Relationship,Conflict Resolution

Purpose: The main purpose of this study is to explore primary headteachers' perceptions of their professional and organisational socialisation within their novice years as school leaders. There is a lack of studies exploring primary headteachers' socialisation within the Malaysian primary education context. Methodology: A total of nine primary headteachers from three states were purposely selected and interviewed to obtain their perceptions on the professional socialisation they received before and after their appointment and the strategies that they employed within their organisational socialisation process. Findings: The study revealed that the primary headteachers' employed their own organisational socialisation strategies in order to be accepted as a new member of the school. These were relatively diverse but accorded to their school's values and culture. However, in terms of their professional socialisation, there were various findings: some mentioned the lack of support programs while others acknowledged receiving quite helpful programmes within their initial years of headship. The findings and the implications for the improvement of primary headteachers' socialisation are discussed. Significance: This study provides supplementary literature that explores primary headteachers' organisational and professional socialisation within the Malaysian schooling context. This study notes some practical and theoretical implications for improving the prospective headteachers' training and their leadership development which aim to benefit the leadership qualities of future primary school leaders.
Gender Influence on Undergraduates&apos; Information Literacy Skills in the Use of Internet Resources for Learning in Kwara State, Nigeria
Author: Kofo, Soetan Aderonke
Date: 2018-07-00
Type: Journal Articles
Subjects: Information Literacy,Foreign Countries,Internet,Undergraduate Students,Information Seeking,Surveys,Gender Differences,Online Searching,Questionnaires,Hypothesis Testing

Information literacy skills are the ability that enables learners to successfully surf the internet in search of information to improve learning. The internet is a platform that consists of different resources where learners can search for and retrieve information. However, undergraduates do not possess the skills to surf the internet, find and use needed information and filter out irrelevant ones. This study was a descriptive research of the survey type. The objectives were to: (1) Examine the information literary skills possessed by undergraduate students. (2) Determine gender influence on the information literacy skills of undergraduates in the use of internet resources in Kwara State, Nigeria. 294 undergraduates were purposefully selected based on school proprietorship (Federal, State and Private). Israel model (2013) was used to determine the sample size. Two research questions were raised and answered using mean, frequency counts and percentage while one hypothesis was generated and tested using t-test statistic. The findings of the study showed that: (1) Undergraduates possessed task definition with grand mean of (3.54) located and assessed information with grand mean of (3.43) and synthesis skills with grand mean of (3.37); and (2) there was a significant difference between male and female students' information literacy skills on the use of internet resources for learning t(292)=2.86,p&lt;0.05 in favour of the male. Female undergraduates should be encouraged to develop interest in surfing the internet for relevant learning resources.