ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Adolescents' Science Interest and Competence in Programs with and without a Competitive Component
Author: Fox, Janet
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Interests,Middle School Students,High School Students,Competence,Self Esteem,Gender Differences,Scores,Competition,Youth Programs,Occupational Aspiration,STEM Education,Surveys,Statistical Analysis,Summer Programs,Likert Scales

The exploratory study examined science interest and perceived science competency in middle and high school youth (N=116) who took part in science-related contests (n=49) and non-competitive special interest science programs (n=67). Study participants were dispersed between females (48.3%) and males (51.7%). Three-fourths (75.1%) of the participants belonged to the racial category, white. The majority of youth attracted to science-related professions selected medicine and science and engineering as the top choices. Both science interest and science competence were high among youth in the study. Analysis of science competency indicated a statistically significant difference between girls and boys, with girls scoring higher than boys. The difference in scores between youth participating in competitive programs and non-competitive programs was also statistically significant. As a result of this study, it is recommended that high-quality, cutting edge, hands-on programs are offered to youth in both middle school and high school that emphasize science and provide opportunities for self-challenge as well as challenge against others.
Intentions of Young Farmers Club (YFC) Members to Pursue Career Preparation in Agriculture: The Case of Uganda
Author: Mukembo, Stephen C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Programs,Agricultural Occupations,Secondary School Students,Student Attitudes,Intention,Career Choice,Family Influence,Postsecondary Education,Agricultural Education,Gender Differences,Questionnaires,Influences,Parent Attitudes,Case Studies

The decline of youth engagement in agriculture worldwide amidst an increasing global population remains a big challenge to ensuring food security for future generations. This phenomenon is worsened by the shortage of professional female agriculturists, though they comprise about 60% to 80% of the traditional workforce in the agriculture sector of most developing countries (Beintema &amp; Di Marcantonio, 2009). This descriptive study had 102 participants who were members of Young Farmers Clubs (YFCs) from two secondary schools in eastern Uganda. The study's purpose was to determine the perceptions of members of YFCs on their intent to pursue agriculture-related career preparation after graduating from secondary school, including indications of familial support for preparatory experiences. The findings indicate that a large majority (95.1%) of the students was likely or highly likely to continue with their education at the post-secondary level. A high percentage (70.6%) was &quot;likely&quot; or &quot;highly likely&quot; to pursue agriculture-related career preparation; however, significant differences existed between the sexes. Female club members were less certain than their male peers about pursuing higher education involving the study of agriculture. Additional research should be conducted on how to attract more females to study agriculture at the tertiary level, especially in developing countries.
How Time Allocation Impacts Teacher Efficacy of Student Teaching Interns in Agricultural Education: A Q-Sort Study
Author: Krysher, Sheyenne
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Effectiveness,Self Efficacy,Teacher Attitudes,Self Concept,Time Management,Q Methodology,Internship Programs,Preservice Teachers,Student Characteristics,Teaching Skills

Several studies in agricultural education have assessed teacher self-efficacy of novice, first-year, and veteran teachers. Likewise, numerous studies have assessed the time students spend at their cooperating centers. However, a need existed to understand the influence of time allocation on teacher self-efficacy in a way that enabled human subjectivity to be considered, i.e., Q-methodology. The study found that three intern views existed at Oklahoma State University in agricultural education: Self-Assured Teachers, Determined Teachers, and Emerging Teachers. The Self-Assured Teachers spent the most amount of time teaching when compared to the other two views. Determined Teachers spent the most amount of time observing, and Emerging Teachers spent the most amount of time in school. The findings have implications for student teacher placements in cooperating centers and pre-service teachers' early field-based experiences in agricultural education.
Student Self-Perceptions of Leadership in Two Missouri FFA Chapters: A Collective Case Study
Author: Kagay, Rachel Bartholomew
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Self Concept,Agricultural Education,Organizations (Groups),Agricultural Occupations,High School Students,Student Leadership,Professional Development,Leadership Styles,Leadership Training,Barriers,Meta Analysis,Gender Differences,Semi Structured Interviews,Focus Groups,Student Attitudes,Student Motivation

The focus of this study is the self-perceptions of leadership engagement of FFA members in two FFA chapters in Missouri. This multiple case study used documentation of student self-perceptions, researcher observations, and focus groups. The two cases included 24 high school students comprised of FFA officers and members, who provided their perspectives on leadership. Six major themes emerged from the data analysis: (a) personal abilities and motivation as influencing student leaders; (b) barriers to leadership as perceived by officers and members; (c) support from others as influencing student leadership; (d) officers' perceiving that members are apathetic; (e) leadership as enhancing personal and professional development; and (f) perceived gender differences in leadership style. It is recommended that FFA advisors discuss diverse leadership styles and motivational factors with students. In turn, leading to the potential development of leadership skills and awareness by all students in a FFA chapter. The content of leadership education for adolescents also may need broadening to emphasize content beyond study of traits. Recommendations for student success include additional research into best practices of leadership development of all students and the ability to assist students in addressing identified barriers.
Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice
Author: Paulsen, Thomas H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Telecommunications,Handheld Devices,Communities of Practice,Technology Uses in Education,Student Attitudes,Agricultural Education,Web 2.0 Technologies,Social Media,Content Analysis,Coding,Participation

Student teaching is an important capstone experience in which preservice teacher candidates begin to learn the skills they need to become effective teachers. During this experience, candidates develop concerns for themselves as well as for their students. As preservice teachers encounter challenges and obstacles, it is important for them to communicate these concerns. Preservice teachers from Iowa State University participated in a Twitter-based electronic community of practice to express their teaching concerns. This study was designed to identify preservice teachers' concerns and determine if they aligned with Moir's (1990/2011) phases of first-year teaching. By understanding preservice teachers' concerns in real time, teacher educators can better address the candidates' self-adequacy concerns throughout the teacher preparation program. We recommend that preservice teachers express their concerns during student teaching through an electronic community of practice so teacher educators can address concerns in a timely manner.
Inquiry-Based Instruction: Perceptions of National Agriscience Teacher Ambassadors
Author: Blythe, Jessica M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Inquiry,Teaching Methods,Focus Groups,Attitude Measures,Time,Program Implementation,Responses,Teacher Attitudes,High Schools,Secondary School Teachers

To assist students in developing positive scientific attitudes and improve student scientific literacy, learning environments should utilize inquiry-based instruction (IBI). In order to further develop the implementation of IBI in agricultural education settings, this research sought to describe the perceptions of National Agricultural Teacher Ambassador Academy participants' transitions to IBI. Utilizing focus groups, this research identified three themes concerning the implementation of IBI: the perceptions of time required to implementing IBI, perceptions of the transition from former teaching methods into IBI, and perceptions of the reactions from their school environment of participants' implementation of IBI. Though participants reported initial personal and student struggles when transitioning to IBI, they also perceived that once students understood the processes associated with IBI students reported learning more than with other teaching methods. The findings indicate that a variety of professional development opportunities and supports must be provided for agricultural teachers implementing IBI in their classrooms.
Gendering Agricultural Education: A Study of Historical Pictures of Women in the Agricultural Education Magazine
Author: Enns, Kellie J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Agricultural Education,Periodicals,Females,Role Models,Photography,History,Group Membership,Agricultural Occupations,Spouses,Specialists,Adult Education

The emergence of women agriculture teachers over the past 50 years has opened opportunities while revealing issues which females still face in agricultural education. Issues such as lack of female role models, gender stereotyping, and gender bias have been documented in agricultural education research. The purpose of this study was to explore the history of women's roles in vocational agriculture through the photographs of the Agricultural Education Magazine from 1929-1969. We utilized visual research methods to explore how women were represented in the photographs. We found 355 photographs with women in the pictures, 70 of those photographs met our criteria for visual analysis, and 17 photographs were included in the manuscript. The photographs showed women working in highly gendered roles as well as women breaking into typically male dominated roles. The photographs highlighted some of the first female vocational agriculture students and female student teachers. These women should be viewed as important pioneers in vocational agriculture. Nonetheless, the women in the photographs had various gendered roles which often conflicted with their acceptance in the profession.
Knowledge and Perceptions of Visual Communications Curriculum in Arkansas Secondary Agricultural Classrooms: A Closer Look at Experiential Learning Integrations
Author: Pennington, Kristin
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Visual Stimuli,Communication Strategies,Prior Learning,Knowledge Level,Experiential Learning,Skill Development,Competence,Student Attitudes,Content Analysis,Video Technology,Scores,Pretests Posttests,Photography,Writing (Composition),Program Effectiveness,Curriculum Development,Mixed Methods Research,High School Students,Cognitive Tests

The University of Arkansas developed and integrated visual communications curriculum related to agricultural communications into secondary agricultural programs throughout the state. The curriculum was developed, pilot tested, revised, and implemented by selected secondary agriculture teachers. The primary purpose of this study was to evaluate students' knowledge prior to the program, after the curriculum was taught, and after participation in a day-long experiential learning activity utilizing skills and competencies taught in the curriculum. This study also assessed students' perceptions of the program and application of skills and competencies learned in the curriculum through a content analysis of short promotional videos created in the program. Eleven schools participated in the study with 106 students represented. Analysis of student test scores noted a significant effect between pre-, post-, and/or delayed-post scores for each curriculum unit (photography, writing, and videography). Overall, students had positive perceptions of the curriculum and the experiential (mobile classroom) learning activity. The content analysis noted that students were able to apply skills and competencies taught in the curriculum through short promotional videos about agriculture. This study found that the curriculum was successful in increasing student knowledge of visual communications as it relates to agricultural communications, and recommendations are made for curriculum revisions and improvements. [This research was presented previously at the 2014 Southern Association of Agricultural Scientists--Agricultural Education Section and the 2014 American Association for Agricultural Education Annual Meeting.]
Perceptions of Agriculture Teachers Regarding Education about Biomass Production in Iowa
Author: Han, Guang
Date: 2015-00-00
Type: Journal Articles
Subjects: Agriculture,Agricultural Education,Teacher Attitudes,Biotechnology,Energy,Fuels,Biological Influences,Teacher Education,Workshops,Questionnaires,Research Design,Teacher Surveys,Correlation,Statistical Analysis,Regression (Statistics),Multiple Regression Analysis,Behavior Theories

With the growth of biorenewable energy, biomass production has become an important segment in the agriculture industry (Iowa Energy Center, 2013). A great workforce will be needed for this burgeoning biomass energy industry (Iowa Workforce Development, n. d.). Instructional topics in agricultural education should take the form of problems and questions faced by the agriculture industry itself (Phipps, Osborne, Dyer, &amp; Ball, 2008). This study sought to determine the perceptions of agriculture teachers regarding biomass production education in Iowa. Results of this study indicated that teachers held strongly to moderately positive perceptions toward biomass production and teaching about biomass production. In addition, participations in workshops related to bioenergy were found to have a positive impact on teachers' perceptions regarding teaching about biomass production. Teachers indicated a need for in-service training on teaching about biomass production education. It is recommended that institutes, extension organizations and corresponding professional organizations hold more workshops and training programs related to biomass production education for teachers.
Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase
Author: Sorensen, Tyson J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Needs Assessment,Agricultural Education,Career Development,Faculty Development,Teacher Competencies,Inservice Teacher Education,Demography,Profiles,Program Descriptions,Beginning Teacher Induction,Comparative Analysis,Online Surveys

Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment model, the inservice needs of agriculture teachers in Oregon by career phase. A list of 49 agricultural education competencies were developed from existing research, and responses were analyzed using mean weighted discrepancy scores (MWDS). We found induction-phase teachers (0-5 years of experience) had the highest inservice needs for the following competencies: (a) writing grant proposals for external funding, (b) utilizing a local advisory committee, and (c) utilizing the AET record book system. Non-induction phase agriculture teachers (6 or more years of experience) were most in need of: (a) balancing priorities to make time for career and family/personal life, (b) utilizing the AET record book system, and (c) utilizing techniques and skills to stay organized. Additionally, differences and similarities between inservice needs of induction and non-induction teachers were identified and discussed. Implications of these findings and recommendations are presented.
What Are the Teachers' Experiences When Implementing the Curriculum for Agricultural Science Education?
Author: Lambert, Misty D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teaching Experience,Curriculum Implementation,Case Studies,Secondary School Teachers,Journal Writing,Semi Structured Interviews,Focus Groups,Barriers,Qualitative Research,Profiles,Student Centered Curriculum,Instructional Materials,Faculty Development,Teacher Participation,Transformative Learning,Teacher Attitudes

This multiple case study was designed to understand the experience of implementing the Curriculum for Agricultural Science Education (CASE) for five teachers at four high schools. All teachers were in their first year of implementing CASE. Through the use of weekly journals, semi-structured interviews and a focus group, researchers attempted to gain insight into how the teachers were implementing CASE as well as their perceptions of the curriculum's impact on their program and students. Five themes emerged from the study: a) some teachers adapted more easily to the student-centeredness of the curriculum; b) teachers enjoyed having content available, but none of them made it all the way through the material; c) the materials and equipment were essential to the successful implementation of CASE; d) teachers saw attending the CASE training institute as vital to their implementation of the curriculum; and, e) implementing CASE allowed the teachers to refocus. Additionally, researchers used the Concerns Based Adoption Model as a framework for this study and determined each teacher's level of use, stage of concern and innovation configuration. Recommendations are included for classroom teachers, teacher educators, as well as the CASE developers.
Use of Citations within Manuscripts Published by the Journal of Agricultural Education
Author: Estes, Hanna E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Citations (References),Agricultural Education,Journal Articles,Citation Analysis,Incidence,Trend Analysis,Writing for Publication,Authors,Use Studies,Bibliometrics

Because publications serve as the institutional memory of a discipline, researchers have the responsibility of becoming familiar with and acknowledging previous literature. The use of citations in manuscripts is considered ethical best practice, and is a method of manuscript evaluation. In agricultural education, researchers have recommended that an evaluation of manuscript citations be conducted every ten years in order to ensure the integrity of the profession's research repository. This study served as a descriptive evaluation of the use of citations in the Journal of Agricultural Education from 2003 to 2012. Findings indicated that the average number of citations used, the number of citations to support the conceptual framework, the number of citations from within and outside the profession, and the number of citations used to support findings increased over the 10-year time span.
Influence of FFA Activities on Critical Thinking Skills in Texas Three-Star FFA Chapters
Author: Latham, Lindsey
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Student Organizations,Learning Activities,Demography,Student Surveys,Group Membership,Learning Experience,Gender Differences,Educational Practices,Educational Benefits,Influences

The purpose of this study was to determine the relationship of FFA activities on critical thinking skills of Texas FFA members in three-star FFA chapters. This descriptive study was conducted in eight purposively selected three-star FFA chapters throughout Texas. Three-star chapters are those chapters who have emerged as outstanding programs within the state based on the National FFA Chapter Awards Program guidelines. Seniors within each chapter were selected to complete a demographic survey and the Watson-Glaser Critical Thinking Appraisal® (WGCTA) instrument (Watson &amp; Glaser, 2008a). The mean score for all FFA members who completed the survey was 39.85, which is considerably lower than the WGCTA norm group at 48.5 (Watson &amp; Glaser, 2008b). With a mean score of 39.85, the FFA members who completed the WGCTA scored between the 20th and 25th percentile of high school students in the 12th grade (Watson &amp; Glaser, 2008b). FFA members performed best on the Evaluation of Arguments subtest with a mean of 9.02 and scored lowest on the Inference subtest with a mean of 5.35. The only FFA activity that was an indicator of FFA members' critical thinking ability was the State Leadership Development (LDE) contest. Gender was an indicator of FFA members' critical thinking ability.
Critical Theory View of the National FFA Convention
Author: Martin, Michael J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Theory,Conferences (Gatherings),Student Diversity,Student Attitudes,Urban Schools,Focus Groups,Observation,Racial Distribution,Disproportionate Representation,African Americans,Dialects,Regional Characteristics,Rural Youth,Acculturation,Agricultural Education,Student Organizations

Urban FFA members face unique challenges if they want to become active members in the National FFA Organization. FFA leaders have realized that the FFA organization does not represent the evolving demographics of America and have made efforts to cater to urban and diverse high school audiences with some success. This study seeks to explore this phenomenon from the perspective of urban and diverse agriculture students through the use of a critical theory lens. This paper focuses on one group of urban FFA members and how they interpreted FFA culture while attending the National FFA Convention. The critical theory framework herein focuses on how these urban FFA members comprehended the FFA's rural and production-oriented agricultural themes. The Harris FFA members had the cultural resiliency to internalize the different cultural values they experienced and personally connect with some pieces of the culture presented. These members overlooked or adapted to the rural, White, and traditional agriculture values of FFA; but, more importantly, they focused on the leadership and community development values of FFA.