ethanporcaro/eric-fulltext-meta huggingface dataset:
Post-Secondary Students&apos; Perceptions of Career Readiness Skills
Author: DiBenedetto, Catherine A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Career Readiness,Interdisciplinary Approach,Agricultural Education,Daily Living Skills,Skill Development,Attitude Change,Scores,Incidental Learning,Learning Experience,Personality Traits,Interpersonal Competence

Awareness of one's knowledge, skills, and dispositions are important for college graduates to excel in the workforce. The purpose of this study was to administer a needs assessment to students enrolled in the Agricultural Sciences department at Clemson University to determine areas of discrepancy based on perceived levels of proficiency and importance of knowledge, skills, and dispositions for career readiness. The Borich needs assessment model was used to discern between student's perceived competency and importance of career readiness skills within nine constructs. Constructs were analyzed and ranked using mean and grand mean weighted discrepancy scores. We found career skills, interdisciplinary skills, life skills, and learning skills ranked as the highest areas of need. Some differences were revealed among the three majors in the department, but career skills were consistently ranked as students' highest priority need. The majority of the students believed they were most responsible for developing skills to prepare themselves to be career ready. Recommendations included expanded data collection among employers, faculty, secondary education teachers and students, and post-secondary students enrolled at technical colleges and conducting a pre/post survey of students as they enter their first semester and complete their final semester to determine any change in student perception over time.
An Investigation of the Routes to Certification and Turnover Intentions of Wisconsin Agriculture Teachers
Author: Claflin, Kellie
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Certification,Faculty Mobility,Agricultural Education,Beginning Teachers,Alternative Teacher Certification,Intention,Teacher Characteristics

The purpose of this study was to examine the routes to certification and turnover intentions of agriculture teachers to identify differences between alternatively and traditionally certified teachers. The population consisted of a census of early career agriculture teachers in Wisconsin with fewer than three years of teaching (N = 67) with a response rate of 52% (n = 35). The majority of respondents were traditionally certified (71%) through a bachelor's degree program, and 29% were alternatively certified through three different routes. Respondents had moderately low turnover intentions to leave the agriculture classroom as a teacher with no statistical difference (U = 130.50, p = 0.843) between traditionally and alternatively certified teachers. Additionally, there was no correlation between turnover intentions and traditional and alternative certification routes. While this study is not generalizable to other populations, it does provide the first insight into agricultural education research on how teachers are being alternatively certified. The results of this study prompt the need for further research on alternative certification in agricultural education, focusing on the types of programs and preparation, as well as the impact of certification route on turnover.
One Seed at a Time: Prosocial Youth Development in an Urban Agriculture Program
Author: Dickey, Kristyn J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Urban Programs,Agricultural Education,Youth Programs,Urban Education,Urban Youth,Program Effectiveness,Prosocial Behavior,Decision Making,At Risk Persons,Experience

The Growing Recruits for Urban Business (GRUB) is an urban agricultural education program in Lubbock, Texas with a focus on youth development. The mission of the program is to provide at-risk youth with the opportunity to learn technical agricultural skills and leadership skills through the management of a 5.5-acre farm. The purpose of this qualitative study was to explore how the program fosters prosocial decision-making in at-risk youth participants. Using grounded theory, a model was created to illustrate the transition youth experience when developing prosocial behaviors through participation in the program. The model that emerged identifies four main antisocial constructs youth exhibited when they began the program and four prosocial constructs they developed during their participation in the program. The results yielded information regarding participants' individual prosocial behavioral development as well as examples of the long-term benefits experienced at the individual and societal levels as a result of prosocial decision-making. Implications for the role of agricultural education and agricultural educators in transforming marginalized communities are discussed.
The Effect of Virtual Reality Technology on Welding Skill Performance
Author: Wells, Trent
Date: 2020-00-00
Type: Journal Articles
Subjects: Welding,Computer Simulation,Computer Uses in Education,Agricultural Education,College Students,Skill Development,Instructional Effectiveness,Educational Technology

Simulator technologies such as virtual reality (VR) can serve as practical tools in the educational process. VR technology applications can be effectively used for weld process training. Weld process training can often be found in university-level agricultural education settings. We sought to determine if using a VR technology application within the context of a one-hour-long gas metal arc welding (GMAW) process training impacted welding skill performance as determined by certified welding inspectors (CWIs) who used a weld evaluation rubric based on American Welding Society (AWS) standards. One-hundred-and-one students from Iowa State University participated in our study. Participants were randomly placed into one of four protocol groups: (1) 100% live welding, (2) 100% VR welding, (3) 50% live welding / 50% VR welding, or (4) 50% VR welding / 50% live welding. A one-way analysis of variance (ANOVA) indicated there were no statistically significant differences (p &gt; 0.05) in total weld scores between participants in the four training protocol groups. We recommend this study be replicated.
Decision to Enter the Classroom as an Agriculture Teacher: An Exploratory Qualitative Investigation
Author: Frost, Keith J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Student Teaching,Teacher Education Programs,Influences,Preservice Teacher Education,Teaching (Occupation),Career Choice,Undergraduate Students,Graduate Study

With the continued shortage of teachers in agricultural education, the teacher preparation faculty in agricultural education at Texas Tech University began a series of investigations evaluating the teacher preparation program. These evaluations sought to identify areas for improvement and determine if elements of the student teaching experience were barriers to entering the profession. This phenomenological study used semi-structured interviews of recent teacher certification program completers (n = 5) who made the choice to take teaching jobs in agriculture, attend graduate school, or take jobs outside agricultural education. Results indicate the experiences associated with student teaching and the people involved did not influence intentions to teach. The two students who made changes in their intentions to teach, expressed having positive student-teaching experiences and made their decision based on family and business influences outside the student teaching process.
Secondary Students&apos; Perceptions of Inquiry-Based Learning in the Agriculture Classroom
Author: Baldock, Kalynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Agricultural Education,Secondary School Students,Student Attitudes,Experiential Learning,Instructional Effectiveness,Thinking Skills,Critical Thinking,Technology Uses in Education

Inquiry-based learning supports constructivism theory and has been used by both Comenius (1592-1670) and Dewey (1859-1952) in early educational settings. Incorporating inquiry-based instruction into the agriculture classroom, while beneficial, brings with it challenges for teachers and learners. Numerous studies have been conducted to examine teachers' perceptions of inquiry-based instruction and its benefits. However, limited research has investigated agriculture students' perceptions about inquiry-based learning on their educational growth. The purpose of this study was to explore the perceptions of secondary students transitioning to and using inquiry-based instruction in their agriculture classes. A phenomenological approach was employed to examine the lived experiences of secondary agriculture students' who had utilized inquiry-based instruction. The phenomenon under investigation was inquiry-based instruction. We conducted qualitative interviews with a convenience sample of 24 secondary agriculture students to explore their perceptions of the inquiry approach. Findings revealed students describe inquiry as &quot;hands on,&quot; a method requiring they work by themselves, and activities involving questions. Students indicated a preference for inquiry-based learning opportunities and expressed awareness of the potential for inquiry-based learning opportunities to improve their critical thinking skills. Documentation of secondary students' perceptions about inquiry-based learning opportunities provide instructors insight to guide instruction within the agriculture classroom.
Teachers&apos; Opinions about Virtual Reality Technology in School-Based Agricultural Education
Author: Wells, Trent
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Agricultural Education,Educational Technology,Technology Uses in Education,Computer Simulation,Teacher Characteristics,Value Judgment,Technology Integration,Secondary School Teachers,College Faculty

Technology in school settings has undergone a tremendous degree of evolution in recent decades. Educational technologies can be used for a wide range of applications. In school-based agricultural education (SBAE) settings, an assortment of educational technologies is often used to achieve instructional objectives. As a computer-based technology, virtual reality (VR) technology has been applied in educational contexts for years and is anticipated to grow in use and popularity. VR technology has received little attention in SBAE-focused research. Through the lens of an adapted version of Fishbein and Ajzen's (2010) reasoned action model, we sought to describe the opinions teachers have regarding VR technology in SBAE. Following Dillman, Smyth, and Christian's (2014) recommendations, we used an Internet-based questionnaire to collect data from 90 SBAE teachers in Iowa during the 2017-2018 academic year. Our results indicated the teachers generally held favorable opinions about VR technology intertwined with a considerable degree of uncertainty about the technology and its uses. To facilitate opportunities for VR technology-related professional development, we recommend agricultural teacher education faculty develop their own knowledge and skills related to VR technology applications.
Developing Writing in Spanish Heritage Language Learners: An Integrated Process Approach
Author: Mrak, Ariana
Date: 2020-00-00
Type: Journal Articles
Subjects: Spanish,Native Language Instruction,Writing Instruction,Writing Skills,Teaching Methods,Cultural Influences,Learning Activities

There is no clear-cut division between orality and literacy (Street, 1993). This idea is central to literacy development in the Spanish heritage language (SHL) context because the opportunities to use heritage language (HL) skills are often oral, not written. Furthermore, the cultural situations that speakers find for their language are less extensive since they are in an environment where their HL is not the dominant language. This paper surveys the research on the writing of SHL learners (SHLLs) and proposes an integrated approach of product, process and post-process writing within a critical pedagogy that allows SHL writers to own the development of their HL literacy.
Global Initiatives in North Carolina: The Impact on Culturally and Linguistically Diverse Learners
Author: Hancock, Charlotte R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,English (Second Language),Second Language Instruction,Second Language Learning,Global Education,Advisory Committees,21st Century Skills,Administrator Attitudes,Web Sites,State Departments of Education,Bilingual Education Programs,Inclusion,Bilingualism,Literacy,Credentials,Educational Policy,Elementary Secondary Education,Kindergarten

In 2013, the North Carolina state Task Force on Global Education put forth a goal of preparing students to be globally prepared for the twenty-first century. This study explored, through interviews with officials from the North Carolina Department of Public Instruction (NCDPI) as well as NCDPI's website, the influence of that global initiative on dual language (DL) programs and the Seal of Biliteracy (SoBL) in the state through the lens of culturally and linguistically diverse learners' (CLD) involvement. For other states seeking ways in which to increase DL programming and the number of students earning the SoBL while simultaneously ensuring the inclusion of CLD learners, this article illuminates ways in which NC is working.
Heritage Language Learners in a Mixed Class: Educational Affordances and Constraints
Author: Goulette, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Heritage Education,Teaching Methods,Spanish,Grade 8,Self Concept,Middle School Students,Junior High School Students,Second Language Instruction,Hispanic American Students

Despite a general consensus that heritage language learners (HLLs) and second language (L2) learners are best taught in separate classes, they often end up in mixed classes (Abdi, 2011; Burgo, 2017; Draper &amp; Hicks, 2000). To date, however, there remains a lack of sufficient research on how to best support HLLs in mixed classes (Burgo, 2017). In this ethnographic case study, the researcher set out to understand the lived experiences of eighth grade HLLs in a mixed Spanish classroom. The researcher visited a Spanish class over the course of six months during which audio and video recordings captured classroom interactions. The findings reveal that the teacher's use of the labels &quot;advanced Spanish-dominant&quot; and &quot;English-dominant&quot; created two distinct groups which were physically separated in the classroom. This dichotomy appeared to simultaneously constrain and provide affordances for various learning opportunities for the two different groups.
University Students&apos; Experiences in Spanish Heritage Language Programs in the Midwest
Author: Kemp, Jason A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Spanish,Native Language,Second Language Learning,Geographic Regions,Student Needs,Sociolinguistics,Curriculum,Student Attitudes,Bilingual Students,Language Acquisition,Language Attitudes,Speech Skills,Writing Skills,Listening Skills,Reading Skills,Grammar

Historically, Spanish heritage language (SHL) scholarship has had connections to communities with established Spanish-speaking populations (Rivera-Mills, 2012). Regional SHL course offerings expanded in tandem with increases in Spanish-speaking populations, and little is known about students' experiences in these new and emerging SHL programs. This study investigated the experiences of college students enrolled in SHL courses in the Midwest. Findings suggested a disconnect between the self-reported, sociolinguistic needs of students and the curriculum presented in their SHL classes. For example, some participants believed a link to future careers was missing from the SHL curriculum. Pedagogical implications and future research are discussed.
Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia
Author: Rido, Akhyar
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Interaction,English Teachers,English (Second Language),Foreign Countries,Accuracy,Secondary Schools,Language Usage,Teacher Student Relationship,Pronunciation,Vocabulary,Error Correction,English Instruction,Native Language,Questioning Techniques

This study investigated characteristics of classroom interaction of English language teachers in Indonesia and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed in this study while the data was gathered through observation of six teaching sessions of English language teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely language accuracy and classroom discourse. In teachers' language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete answers from students, and accepting one word answers. These categories improved the quality of teacher-student and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.
Exploring Students&apos; Learning Strategies and Gender Differences in English Language Teaching
Author: Mahmud, Murni
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Gender Differences,English Instruction,High School Students,Adolescents,Foreign Countries,English (Second Language),Interpersonal Communication,Student Characteristics

The main objective of this paper is to explore the learning strategies of male and female students and to discuss those strategies in relation to gender differences. This research was conducted in one senior high school in Makassar, Indonesia. The number of respondents was 71 students taken randomly by using Slovin formula among 250 students. The study used quantitative and qualitative data. The quantitative data were collected by using a questionnaire of SILL whereas the qualitative data were taken by using interview. The learning strategies were discussed based on Oxford's learning strategies (1990) whereas the notion of gender differences in relation to learning strategies was discussed in the framework of gender differences in communication proposed by Lakoff (1975, 1976) and (Tannen, 1990, 1994). Findings from the questionnaire show that female students use cognitive, compensation, and affective strategy more often compared to male students while male students use memory, metacognitive, and social strategy more often compared to female students. Findings from the interview show that female and male students chose different learning strategies. In addition, those learning strategies were influenced by the notion of gender differences in communication. These findings significantly give beneficial inputs to the process of English language teaching in order to create effective teaching and classroom interaction. It also provides significant contribution to the study on language and gender in communication in a setting of education and language teaching.
Exploring Students&apos; Learning Strategies in Speaking Performance
Author: Wael, Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Diaries,Student Attitudes,Teacher Role,Social Influences,Feedback (Response),Language Teachers,Teacher Student Relationship,Foreign Countries,Undergraduate Students

This article aims to explore learning strategies used by students in speaking performance. To identify the types of learning strategies were adopted by the students of English department in learning to speak, the authors prepared journal logs with specific questions related to learning strategies. The researchers used qualitative design in this research. The result of this research showed that students of the third semester of English department frequently used memory strategies in learning speaking. The second was metacognitive strategies followed by social strategy in the third rank. The fourth was affective strategies and compensation strategies in the fifth rank and followed by cognitive strategy in the sixth rank. Furthermore, the other factors also influence students' learning strategies in learning speaking such as psychological factor, the role of teacher, task, environment and social factors. The roles of the lecturer as a feedback provider, a participant, and a prompter.
Development and Validation of a Rural Stress Instrument
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Areas,Stress Variables,Rural Extension,Physiology,Socioeconomic Influences,Validity,Measures (Individuals),Factor Analysis,Scores,Community Change,Predictor Variables,Social Bias,Help Seeking,Stress Management,Work Environment,Rural Urban Differences,Poverty,Mental Health,Mental Disorders,Alumni,Agricultural Education

Rural stress is the physiological reaction brought upon by internal and socioeconomic stressors characteristic of rural residents. This type of stress is exacerbated by the complex issues facing rural populations and serves to inhibit the growth of vibrant, resilient communities. The current study sought to construct and validate an instrument intended to quantify perceptions of rural stress among neighbors and communities. The proposed scale was confirmed to have robust content, internal structure, and consequential validity. An exploratory factor analysis indicated one variable accounted for 57.74% of the total variance, while a one-way between subjects ANOVA found a statistically significant effect of group on scale scores under rural-urban continuum (RUC) conditions. One implication from these findings is that changes in communities may function as predictors of stress. Agricultural and extension educators hold a unique position that allows them to interact with the community on a daily basis. We recommend that they leverage this position to educate residents on the effects of stress, reduce the stigma associated with help-seeking behaviors, and discuss available stress management resources. Future research should consider modifying the instrument to focus on individual levels of stress instead of perceptions of stress within the community.