ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Agriculture and Natural Resource Leadership Development Program Participant Characteristics: An Evaluation of 28 Programs
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership Training,Capacity Building,Demography,Student Recruitment,Curriculum Development,Student Characteristics

Agricultural and natural resource leadership development programs are designed to build leadership capacity amongst emergent and established leaders within the industry. The purpose of the current study was to investigate the characteristics of leadership development program participants and to propose a conceptual framework within which to capture the different contextual variables that exist for adult learners. A descriptive study provides baseline participant data across a range of demographic characteristics within both individual and work-related contexts. Agricultural educators and leadership development program directors are encouraged to use the study results as a starting point for preparing recruitment strategies, developing curriculum and educational interventions, and maintaining contact with adult agricultural leadership development program alumni.
The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process
Author: Baki, Yasemin
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Reading,Reading Processes,Grade 5,Elementary School Students,Creativity,Gender Differences,Structural Equation Models,Models,Cognitive Processes,Rating Scales,Predictor Variables

Purpose: To raise authentically creative individuals, it is compulsory to employ contemporary reading methods. Although critical reading, which is the main medium for accessing the right knowledge, is defined as a sub-category for creative reading in which high cognitive processes are involved, the connection between these has not been clearly put forward. This study aimed at examining the effect of critical reading skills of 5th grade learners on their evaluation skills of creative reading process, and the role of gender in this effect through structural equation modelling. Research Methods: The study was supported by relational screening model. The study group was formed by simple random sampling and composed of 265 5th grade learners. The data were collected through the Scale for the Evaluation of Creative Reading Process and the Critical Reading Scale. SPSS 23, AMOS 22.0, and structural equation modeling were utilized for data analysis. Maximum Likelihood method was selected in the estimation of parameters related to models which were formed for examining the effect of critical reading skills on the evaluation of creative reading process and the role of gender. To this end, fit indices (X[superscript 2]/df, CFI, GFI, TLI, NFI, IFI, RMSEA, and SRMR) were used. Findings: The study demonstrated that all hypotheses models were valid; critical reading skills explained the evaluation skills of creative reading process by 57%, and that they had a direct and strong impact on the evaluation skills of the critical reading process. In the female learner model, critical reading skills affected the evaluation skills by 43%, whereas the malelearner model explained this effect by 67%. In addition, both models bear a direct and strong impact. Implications for Research and Practice: The results of the study reveal that critical reading skill is a significant predictor for the evaluation of the creative reading process. It can be stated that the evaluation skills of the creative reading process may improve in conjunction with the development of critical reading skills.
Confronting Race and Colonialism: Experiences and Lessons Learned from Teaching Social Studies
Author: Smith, Bryan
Date: 2014-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Studies,Teaching Methods,Critical Theory,Lesson Plans,Cultural Pluralism,Preservice Teachers,Preservice Teacher Education,Politics of Education,Foreign Countries,Indigenous Populations

Literature on teacher education and encounters with race highlight some of the difficulties that teacher candidates face when they confront their own racialized subjectivities. However, many of these projects focus exclusively on Whiteness studies, explicating how White teacher candidates come to witness their own racialized Whiteness in relation to their epistemological understandings of the world. In this paper, I diverge from this pattern of thought, exploring a subset of the tenets of critical race theory, that of silences and exclusions, pervading my own teaching in a primary/junior social studies methods class and exploring how these structured my lessons. Specifically, I look at how counternarratives, critiques against liberalism, and multiculturalism and encounters with racialized and colonial supremacy were involved in my pedagogical strategies. I conclude by suggesting that although these methods may seem daunting for the primary/junior classroom, they can provide valuable insights for teacher candidate orientations to their own pedagogies.
Not Just for Boys: Good Pedagogy Is Good for All
Author: Hughes, Scott
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,Teacher Student Relationship,Males,Gender Issues,Masculinity,Role Models,Academic Achievement,Socialization,Gender Differences

This conceptual paper examines the education of boys through the filter of pedagogy and goodness. In this paper, I posit a distinction between instructional strategies (the toolkit of practical activities and strategies used to support children's learning) and pedagogy (the relational and practical response to the needs of children in the lived moments of teaching). Through a discussion of the role model hypothesis, which posits that like-gender teachers are good for like-gender students, I argue that it is not only a teacher's gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students' learning. This paper concludes with discussion on strength and masculinity as being multi-dimensional constructs, and considers the notion of good pedagogy, which endeavours to place a multiplicity of all boys' and all girls' ways of being at the centre of practical and pedagogical thinking in order that they may flourish fully at school and in learning.
A Multi-State Evaluation of Secondary Agricultural Education Students&apos; Performance on Industry-Based Standards
Author: Byrd, A. Preston
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Secondary School Students,Agricultural Education,Industry,Standards,Data Use,Decision Making,Manufacturing,Technical Education

This examination of secondary agricultural education students' performance was used to determine if students could perform up to industry standards. In this study, the industry standard were blueprints created by engineers at the National Institute for Occupational Safety and Health. Students had to fabricate a Cost-effective Roll-Over Protective Structure (CROPS) to be placed on a tractor within their community. All the pieces of the CROPS were inspected by an outside consultant with experience with inspecting projects and visual inspection of welds. It was found that students struggled the most with fabricating the axel brackets. The axel brackets required the most drilled holes and cuts of all the pieces therefore creating more areas where mistakes could be made. Students fabricated the vertical support tubes with the most accuracy. According to the DataDriven Decision Model (DDDM), teachers analyzed student work, provided feedback, and need to incorporate this new knowledge into their future instruction to increase the accuracy of their students' fabrication skills. Teacher trainers are recommended to incorporate this performance data into the summer training to better prepare teachers. The inclusion of teaching strategies need to be created for secondary teachers such as peer evaluation of measurements prior to drilling and cutting.
Mediated, Evidence-Informed Practice as Impact
Author: Malin, Joel R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Research Utilization,Educational Research,Organizations (Groups),Educational Practices,Institutional Role,Influences

This study presents a conceptualization of mediated, evidence-informed practice as a form of impact within the education context, then examines whether and how a particular intermediary organization, Edutopia, is having such an impact. Extant open- and closed-ended survey data are analyzed. Survey respondents routinely reported using content hosted or featured by Edutopia in their professional practice, and provided specific insights regarding how they were doing so. These findings provide strong evidence that an educational intermediary can variously impact educators' practices. The study provides a conceptualization and model that may be useful for other intermediaries and for scholars who are interested in examining impact and knowledge mobilization in and beyond education.
A National Examination of the Predictors of Volunteer Utilization in School-Based Agricultural Education
Author: Sherma, Ashley
Date: 2020-00-00
Type: Journal Articles
Subjects: Volunteers,Agricultural Education,Predictor Variables,Teacher Attitudes,Teacher Characteristics,Intention,Secondary School Teachers,Institutional Characteristics,Role,Program Effectiveness,Barriers,Parents,Alumni

Despite the potential benefits of utilizing volunteers in SBAE programs, volunteer utilization among SBAE teachers has received little attention in the literature in recent years, especially on a national level. A national random sample of SBAE teachers were surveyed to determine current behaviors and perceptions as well as predictors of volunteer utilization. The average SBAE program receives 56 hours of volunteer support and 38 volunteers in a single year across the country. While former students make up the majority of volunteers, parents of current students contribute the most hours to SBAE programs. Volunteers are used most often on advisory committees and for CDE training. School district policies such as background checks and paperwork was the biggest challenge to utilizing volunteers. Gender, community type, number of SBAE teachers in the program, and number of years teaching in the community accounted for 20% of the variance in total volunteer utilization and 13% in total volunteer hours. Years teaching in the community and number of teachers in the SBAE program were significant predictors of both total volunteer hours and total number of volunteers. The findings have implications for developing and maintaining volunteer programs in SBAE. It is recommended that more research be conducted to determine how volunteer utilization can reduce stress and workload challenges among SBAE teachers. Further recommendations and implications are discussed in the paper.
The Ontario &quot;First Nation, Métis, and Inuit Education Policy Framework&quot;: A Case Study on Its Impact
Author: Kearns, Laura-Lee
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Best Practices,Culturally Relevant Education,Indigenous Knowledge,Faculty Development,Educational Policy,Boards of Education,Social Justice,History Instruction,Advocacy,High Schools

In 2007, the Ontario Government implemented the &quot;Ontario First Nation, Métis, and Inuit Education Policy Framework.&quot; Some schools and school boards have been active in piloting and supporting these initiatives. Because this is a newly implemented policy direction, I wanted to begin to assess best practices and challenges, so I asked participants at one school board and one high school what impact their participation in the Aboriginal education program initiatives had on them professionally, academically, and personally. The Aboriginal programming initiatives, like the ones in which I have participated and studied, have been found to be personally and academically/professionally transformative for administrators, teachers, and youth. As Indigenous-focused curriculum is brought into the mainstream, and as a space is created to consider and include Indigenous perspectives, there is potential for Indigenous and non-Indigenous participants to experience powerful learning opportunities, some of which may transform their perceptions of Canadian history and for contemporary Indigenous people to be valued, though many challenges remain systemically to decolonize the educational realm.
Assessing the Acceptance of Incorporating Agriculture into Elementary School Curriculum
Author: Burrows, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Agricultural Education,Multiple Literacies,Teacher Attitudes,Educational Resources,Curriculum Implementation,Teacher Characteristics,Value Judgment,Instructional Program Divisions,Teaching Experience,Agriculture,Food,Suburban Schools,Urban Schools

Agriculture is essential to meeting our basic human needs for food, clothing and shelter, however; many citizens lack the agricultural literacy to understand the connection between agriculture, the environment and themselves. It is necessary for individuals to be agriculturally literate to make informed every-day decisions. It is vital that young people are given the opportunity to become agriculturally literate and that teachers understand the value of educating students about agriculture. Through the use of a teacher survey distributed to elementary school teachers in grades Kindergarten through 6th; this study assessed teacher acceptance of incorporating agriculture into elementary school curriculum. A total of 407 teachers participated in the study. The results suggest that elementary grade teachers perceive agriculture education as important and they would be interested in learning more about incorporating it into their curriculum. However, most of the participants were not currently using agriculture in their classrooms. Recommendations include increased marketing of AITC resources and connections with pre-service teachers. Further research should include a national replication for more generalizability.
Personal Traits and Levels of Class Engagement of Pre-Service Teachers
Author: Vural, Levent
Date: 2020-06-00
Type: Journal Articles
Subjects: Personality Traits,Preservice Teachers,Learner Engagement,Foreign Countries,Student Characteristics,Student Attitudes,Correlation,Gender Differences,Departments,Place of Residence

It is thought that determining the relationship between the personal traits of pre-service teachers and their level of class engagement will shed light on the development and implementation of the curricula in the faculties of education. From this point of view, it was aimed in this study to determine the personality traits of pre-service teachers according to the five-factor method of personality and to determine how they affect their level of class engagement. The personality traits and the level of class engagement of the pre-service teachers in the scope of this study are examined by gender, field of teaching, grade, whether or not they willingly study in their departments, and the settlement variables they grow in. Single and relational screening models have been utilized in this research. The study group of the research consists of 372 pre-service teachers studying in the 3rd and 4th grades of Trakya University. In the research, &quot;class engagement scale&quot; and &quot;big five personality traits test&quot; were used as data collection tools. As a result of the analysis, it was found that the pre-service teachers' level of engagement in the class was &quot;medium&quot; and &quot;high&quot;. It was determined that pre-service teachers had the most &quot;Agreeableness&quot; trait of personality and the lowest rate as &quot;Neuroticism&quot; trait of personality. Pre-service teachers' level of engagement in class did not differ significantly according to their personality traits.
Principals&apos; and Teachers&apos; Views on Home Visits in Turkey
Author: Topcu, Ihsan
Date: 2020-06-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Home Visits,Foreign Countries,Parent School Relationship,Outcomes of Education,Elementary School Teachers,Secondary School Teachers,Content Analysis,School Effectiveness,Educational Practices,Positive Attitudes

Schools must cooperate with parents to be effective. &quot;Families are critical to children's educational success&quot; as Sheldon (2018, vii), declared. The history of cooperation with parents is quite old. One effective way of cooperating with parents is home visits. The impacts of home visits on school-parent cooperation and student outcomes have been revealed in the researches. Since home visits are mostly an out-of-school activity, they are made with the dedication and personal efforts of the teachers. This study aims at revealing the opinions of teachers and principals about home visiting practices in Turkish primary and secondary schools. This is a qualitative research. The study group consists of 12 secondary schools and 10 primary schools in Sivas city center. So, the questionnaires developed by the researchers were distributed to the determined schools. The survey forms were distributed to volunteer teachers and principals. 102 survey forms from teachers and 41 principals were evaluated in accordance with the research purpose. The data obtained from the research were analyzed by content analysis method. The results show that both principals and teachers believe the positive effects of home visits and they find home visits necessary to build an effective school environment. However, they have some reservations of home visit practices.
Teacher Candidates&apos; Perspectives about Applied &apos;Basic Science in Primary Education&apos; Course
Author: Akcanca, Nur
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Attitudes,Science Instruction,Elementary School Science,Active Learning,Inquiry,Foreign Countries,Curriculum Development

This study aimed to investigate teacher candidates' perspectives about the 'Basic Science in Primary Education' course which adopted inquiry-based instruction approach. The participants of this study consisted of 87 teacher candidates (18 males, 69 females) who continued their education in the Department of Primary School Teaching at Çanakkale Onsekiz Mart University in the 2019-2020 academic year. A form which consisted of 5 questions was used to investigate the perspectives of the primary school teacher candidates about the science course called 'Basic Science in Primary Education' and to understand their opinions about the process of designing a course and applying course plans using an inquiry-based instruction. Descriptive codes were used to find out the opinions of the teacher candidates, which also helped analyse the data obtained from the form and interpret the results of the study. The results of the study showed that the teacher candidates shared their awareness and knowledge about teaching science effectively, which changed with this course. The teacher candidates also revealed that they learned the qualifications of teaching science effectively. In addition, despite the awareness that the teacher candidates gained about inquiry-based instruction approach, they shared that they struggled with planning and applying designed course plans. The study suggests that courses aiming to focus on science education ought to have applied practices beyond giving theoretical knowledge.
Teachers&apos; Evaluation on School Principals&apos; Supervision
Author: Ozcan, Mehmet
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Administrator Evaluation,Principals,Supervision,Teacher Attitudes,Public Schools,School Administration,Professional Development,Teacher Motivation,Administrator Effectiveness,Communication Skills,Foreign Countries,Secondary School Teachers,Administrator Characteristics

This study aims to analyze school principles' supervision practices according to teachers' opinions. The study employs phenomenology design out of qualitative research methods. The data of the study were gathered in 2019-2020 academic year from 16 teachers who had been working in state schools for 16 or more years through face to face interviews via a semi-structured interview form. The study attempted to reveal participating teachers' opinions on school principles' supervision based on their experiences with regard to teachers' professional development, motivation, affectivity and objectivity of supervision. The first finding of the study reveals that school principals' sharing experience, mutual work, being organized, overcoming insufficiencies and satisfaction contribute to teachers' professional development. Second finding of the study states that support, constructive criticism, appreciation and communication increase teachers' motivation. According to the third finding of the study school principals' administrator role, supervision knowledge, supervisor role and continuity are factors of effective supervision. Last finding of the study explains that impartiality, equity, sense of mission and meticulousness are needed for objectivity of supervision. Results are discussed and suggestions are provided.
Teaching Styles Scale: Validity and Reliability Study
Author: Hurriyetoglu, Nesrin
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Styles,Test Reliability,Test Validity,Test Construction,Foreign Countries,Teacher Student Relationship,Elementary School Teachers,Secondary School Teachers,Learning Modalities,Teaching Methods

In this study, it was aimed to develop a valid and reliable scale to determine the teaching styles of teachers. The final scale composed of 44 items were applied to the 605 teachers with various branches. Participants are teachers who are working in private and public schools in the province of Hatay. This study is one of the types of quantitative research, scale development research. The data obtained from the teachers was analyzed with confirmatory factor analysis. AMOS software was used for data analysis. In the reliability stage of the study; the internal consistency coefficient was calculated as 0.877. As a result of the research, a scale with 3 factors 14 items was developed for the teaching styles of the teachers whose validity and reliability were provided. The reliability coefficients for the subfactors are 0.816 for visuality, 0.760 for auditory and 0.646 for kinesthetic. This result shows that the scale is reliable.