ethanporcaro/eric-fulltext-meta huggingface dataset:
Bringing Extensive Reading and Reading Strategies into the Taiwanese Junior College Classroom
Author: Shih, Ying-Chun
Date: 2018-04-00
Type: Journal Articles
Subjects: Vocational Education,Reading Instruction,Reading Strategies,Intervention,Prior Learning,Teaching Methods,Guidelines,Foreign Countries,Conventional Instruction,Reading Achievement,Achievement Gains,Context Effect,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Comparative Analysis,Statistical Analysis

An intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class showed reading proficiency improvements and increased use of reading strategies, especially strategies activating background knowledge. Furthermore, reading proficiency could be differentiated by learners' use/disuse of context to aid reading comprehension. Outcomes shed light on English reading instruction in Taiwan and offer language teachers an alternative to the traditional approach. Guidelines helpful in designing quality instructional procedures to improve vocational school students' reading proficiency and pedagogical implications for reading strategy instruction in the global language classroom are discussed.
Reflective Journeys of Five Women Agriculturists in Australia: A Qualitative Study
Author: Stephens, Carrie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Agricultural Production,Personal Narratives,Phenomenology,Leadership Styles,Foreign Countries,Leadership Role,Family Relationship,Self Concept,Knowledge Level,Disproportionate Representation,Futures (of Society),Gender Differences,Industry,Interviews,Barriers,Administrator Attitudes

Women comprise the minority in production agriculture leadership, and their leadership roles in agricultural industries are rarely explored. The purpose of this study was to explore the reflective journeys of five Australian women in production agriculture. The central research questions asked were &quot;What lived experiences helped you obtain your leadership position and what leadership characteristics do you identify as essential in your success?&quot; This study used a phenomenological approach, as reflecting upon the subjects' past cultural experiences was crucial in understanding their current positions in life and leadership. Five women in agriculture from Australia served as the participants for this study, and they were selected based upon their leadership presence in Australia. Specific themes were generated which included (a) childhood experiences, (b) current family dynamics, (c) hardship, and (d) perception of leadership style. The perception of leadership style is further divided into three sub-themes: (a) self-perception of leadership, (b) leading by example, and (c) outreach efforts for women in the industry. The five women whose personal journeys were explored are primarily concerned with improving the knowledge given to them and presenting new opportunities to other women when they can. Some recommendations for future research are &quot;What are the reflective journey stories of women agriculturists in the United States?&quot;, &quot;What are reflective journey stories of men engaged in agriculture industries?&quot; and &quot;What mentoring strategies are being utilized to recruit and retain women in agriculture industry fields?&quot;
Incidental Learning of Duplex Collocations from Reading: Three Case Studies
Author: Macis, Marijana
Date: 2018-04-00
Type: Journal Articles
Subjects: Incidental Learning,Phrase Structure,Case Studies,Advanced Students,Second Language Learning,Second Language Instruction,Interviews,Student Attitudes,Figurative Language,Recall (Psychology),Reading Processes,Vocabulary Development,Graduate Students,English (Second Language),Novels,Foreign Countries,Language Tests,Pretests Posttests,Teaching Methods,Scores

There is little research available on the incidental learning of figurative language from reading (e.g., Webb, Newton, &amp; Chang, 2013). This study looked at collocations with both literal and figurative meanings, that is, duplex collocations (Macis &amp; Schmitt, 2017a) and whether reading could enhance lexical knowledge of the figurative meanings of these collocations. In three case studies, relatively advanced second language (L2) learners read a semi-authentic novel that contained 38 target items. Through one-to-one interviews, the study examined how much learning occurred at the meaning-recall level and how repetition affected this knowledge. Results showed that knowledge of more than half of the target collocations for each participant was enhanced either partially or fully and that repetition was consistently positive, although not always statistically significant.
Is There an App for That?: Describing Smartphone Availability and Educational Technology Adoption Level of Louisiana School-Based Agricultural Educators
Author: Smith, H. Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Agricultural Education,Technology Integration,Teacher Attitudes,Self Efficacy,Board of Education Policy,Teacher Surveys,Vocational Education Teachers,Secondary School Teachers

The purpose of this study was to describe smartphone availability and usage for teaching by agricultural educators in Louisiana. Further, this study sought to describe the level of educational technology adoption of these teachers. Data were collected at each Louisiana FFA Leadership Camp session during the summer of 2016. Teachers were asked to indicate the availability of smartphones for instructional purposes at their school. Teachers also indicated instructional technologies they are using currently, as well as their self-perceived level of adoption of educational technology. Over half of the teachers indicated their district policy allowed teachers to employ smartphones for educational purposes. Less than one-third of the teachers were in districts that allowed students to use smartphones for learning. The classroom computer and digital projector were the most commonly utilized educational technologies. The highest percentage of teachers perceived themselves as letting others adopt technologies before they are willing to try. The results of this study are in line with the Diffusions of Innovations theory in terms of percentages of teachers in the adopter categories. It is recommended that teacher professional development opportunities be developed following the model of teacher change to ensure agriculture teachers receive up-to-date information to further their practice.
Effective Strategy Groups Used by Readers of Chinese as a Foreign Language
Author: Huang, Sha
Date: 2018-04-00
Type: Journal Articles
Subjects: Chinese,Reading Strategies,Second Language Learning,Second Language Instruction,Vocabulary Development,Grammar,Recall (Psychology),Protocol Analysis,Reading Comprehension,Correlation,Context Effect,Observation,Interviews,Student Attitudes,College Students,Reading Materials,Qualitative Research

Second language (L2) reading research suggests that successful reading comprehension usually involves a repertoire of strategies. Although Chinese is considered to be a challenging language for foreign language readers, thus far, few studies have investigated how strategies are orchestrated by readers of Chinese as a foreign language (CFL) to enhance comprehension. This study investigated how L2 Chinese readers grouped multiple strategies to comprehend a Chinese text. Through think-aloud and recall protocols, observations, and interviews, it identified several strategy clusters and pairs that helped adult CFL readers to infer words, monitor comprehension, and segment words successfully. It also revealed interrelations between and among strategies within each cluster and pair. The results showed that successful use of strategies in CFL reading usually involves context and multiple linguistic cues. In addition, vocabulary and grammar knowledge play important roles in CFL readers' use of reading strategies.
STEM Education at the Nexus of the 3-Circle Model
Author: Swafford, Marshall
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Agricultural Education,Models,Interdisciplinary Approach,Employment Potential,Job Skills,Experiential Learning,Holistic Approach,Career Readiness,Academic Standards,Agricultural Skills,Curriculum Development

The United States economy is requiring employees to have knowledge and skills in science, technology, engineering, and mathematics (STEM). Researchers have identified agriculture, food, and natural resources (AFNR) education as a context in which STEM concepts can be formally taught and highlighted. Additionally, researchers have identified where, within the 3-circle model of agricultural education, students can develop STEM-related career skills. However, a conceptual model illustrating an integrated approach to STEM-AFNR education does not exist. The purpose of this research study was to identify where STEM technical content and employability skills can be explicitly taught, highlighted, and developed, within the current model of agricultural education. Research findings suggest STEM technical content can be explicitly taught and highlighted in curriculum when grounded in the Agriculture, Food and Natural Resources (AFNR) Career Cluster Content Standards. Furthermore, STEM technical content and employability skills are embedded in Supervised Agricultural Experience programs and National FFA Career Development Events. Using the findings as a guide, a conceptual model of STEM-AFNR is suggested along with recommendations for practice and future research.
The Threshold of Anxiety in Low-Stakes Testing for Foreign Language Reading
Author: Mikami, Hitoshi
Date: 2018-04-00
Type: Journal Articles
Subjects: Reading Tests,Second Language Learning,Second Language Instruction,Test Anxiety,Scores,Correlation,Regression (Statistics),College Students,English (Second Language),Foreign Countries,Language Tests,Likert Scales,Student Attitudes,Language Proficiency,Statistical Analysis

The following question has yet to be answered by researchers: when does anxiety have a systematic downward bias on foreign language (FL) reading test scores? The results of the correlation and regression analyses conducted in this study indicate that, at least in the case of university-level English learners in Japan, anxiety-induced bias occurs in a low-stakes FL reading test when the test becomes objectively challenging for students. Our data also suggest that concerns about unsuccessful text comprehension play a central role in the elevation of anxiety in a low-stakes test situation.
Multilinguals and Extensive Reading: Two Multilinguality Portraits of Learners of Norwegian
Author: Krulatz, Anna M.
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Norwegian,Foreign Countries,Multilingualism,Adults,Reading Processes,Psycholinguistics,Diaries,Learning Experience,Models,Educational Background,Prior Learning,Learning Processes,Language Teachers,Teacher Educators,Case Studies,Individual Differences,Teacher Attitudes,Teacher Characteristics,Qualitative Research

This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected using background self-reports, diaries in which the participants recorded their extensive reading and related language learning experiences, and semi-structured interviews. To represent adult language learning from a multilingual perspective, the data were analyzed qualitatively using a priori themes derived from the ecological model of multilinguality (Aronin, 2016; Aronin &amp; Ó Laoire, 2004; Aronin &amp; Singleton, 2012). The findings suggest that environment, previous education, reasons for learning a language, and previous knowledge of other languages affect how multilingual learners approach language learning and how they use a new language.
Agriscience Education through Inquiry-Based Learning: Investigating Factors That Influence the Science Competence of Middle School Students
Author: Skelton, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Agriculture,Agricultural Education,Active Learning,Inquiry,Middle School Students,Science Achievement,Hispanic American Students,Grade 6,Grade 8,Enrichment Activities,Comprehension,Pretests Posttests,Regression (Statistics),Science Instruction,Competence,Scores,Science Process Skills,Grade Prediction,Soil Science,Water Quality,Statistical Analysis

Inquiry-based teaching methods have been found to enhance students' abilities to understand the process of scientific inquiry. The purpose of this study was to determine if middle school students taught through an inquiry-based teaching approach consisting of scientific skill development, scientific knowledge, and scientific reasoning were more likely to meet their respective science grade level expectation. Participants consisted of predominantly Hispanic sixth- and eighth-grade students enrolled in school enrichment programs through the MMSAEEC. Inquiry-based instruction was integrated within science classes using lessons in soil pH and water quality. Overall, sixth-grade students scored highest on items related to science skill, while the eighth-grade students scored highest on the science knowledge portion of the instrument. Regarding the sixth-grade students, science reasoning and science skill were found to be significant predictors of grade level expectation, while science skill was significant for the eighth-grade data. It is recommended that teachers incorporate inquiry-based learning strategies into their classrooms to encourage students to ask questions and refine their ability to think critically and solve problems. Further research is needed to clarify the role of science comprehension and the associated sub-dimensions with the ability to predict grade level expectation.
Measuring Optimal Experiences of CANR Undergraduates in a Leadership Course
Author: Everett, Michael W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Leadership Training,Comparative Analysis,Experiential Learning,Student Leadership,Teaching Methods,Learning Activities,Agricultural Education,Student Attitudes,Sampling,Learning Theories,Sociocultural Patterns,Likert Scales,Statistical Analysis

Many universities integrate leadership as a core component of agricultural education. Interestingly, little research has been conducted on the impact of leadership courses comparing the perceived leadership skills and abilities of students with and without prior leadership experience. Socio-psychological measures of flow or optimal experience during an undergraduate leadership course were used to compare and contrast sample groups within course teaching techniques. Flow theory was used to compare and contrast: 1) Student demographics in an undergraduate leadership course; 2) students with various leadership experiences; and 3) optimal experiences and leadership experiences using different teaching techniques. Results indicated that overall, students within an undergraduate leadership course are more likely to have optimal experiences during experiential learning activities and reflecting on learning. Similar results exist with undergraduate leadership students having prior leadership experience (non-FFA) and FFA experience. This research suggests that utilizing experiential learning activities in classroom learning and reflecting on those experiences may have the highest potential for producing optimal experiences in the context of undergraduate leadership education. Finally, using the experience sampling method to compare and contrast prior leadership, optimal experiences, and teaching approaches has merit and expands the suite of instruments available to understand undergraduate leadership experiences and learning.
Personal Resilience as a Predictor of Professional Development Engagement and Career Satisfaction of Agriscience Teachers
Author: Easterly, R. G., III
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Job Satisfaction,Regression (Statistics),Teacher Attitudes,Agricultural Education,Faculty Development,Teacher Effectiveness,Statistical Analysis,Stress Variables,Predictor Variables,Teacher Surveys,Correlation,Outcomes of Education,Middle School Teachers,Secondary School Teachers

The profession of teaching is inherently stressful. Resilience, or the ability to adapt and develop competence despite exposure to disruptive change, has been shown to be beneficial for teachers. The purpose of this study was to determine if personal resilience is a predictor of professional development engagement and career satisfaction of agriscience teachers. A census of agriscience teachers in four purposefully selected states was taken. Data were collected using the Tailored-Design Method, using multiple points of contact with multiple modes to minimize survey error. The overall response rate was 72.5% (n = 892). The linear combination of independent variables in a stepwise backwards regression model explained 13.7% of the variance of professional development engagement and 21.4% of the variance of career satisfaction. These findings suggested that increasing the resilience of agriscience teachers, specifically in the areas of positive: world and focused, could lead to increased engagement in professional development and career satisfaction, which has been shown to be a factor that increases teacher efficacy. Additional research is needed to explore how to increase the resilience of agriscience teachers and the relationship between teacher resilience and student outcome variables.
The Motivational Changes Pre-Service Agricultural Education Teachers Endure While Facilitating Quality Supervised Agricultural Experiences: A Six-Week Project-Based Learning Experience
Author: Roberts, Richie
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teacher Education,Preservice Teachers,Student Motivation,Active Learning,Student Projects,Case Studies,Attitude Change,Academic Achievement,Self Concept,Undergraduate Students,Reflection,Student Development

The Planning the Community Program in Agricultural Education course exists to provide preservice teachers in agricultural education with knowledge about FFA and supervised agricultural experiences (SAEs). As such, pre-service teachers embarked on a six-week project-based learning experience in Spring 2016 in which they raised a pen of broilers from a one-day old chick to harvest ready (42 days). The broilers were used as the context to learn about managing data for entrepreneurial SAEs. This case study examined pre-service teachers' motivation regarding their self-reported beliefs and perspectives for participating in the project. Three themes emerged: (a) initial self-ambition, (b) achievement stagnation, and (c) stabilized self-concept. Students began the project with high motivation and excitement. However, toward the midway point of the project, students' motivation waned, due to monotony and challenges. Finally, during the last two weeks, pre-service teachers' motivation stabilized, as their self-concepts and reflection abilities matured. The study holds important implications for how teacher educators in agricultural education should design and deliver future project-based learning experiences regarding students' motivational processes. Specifically, this study indicates that, although student motivation may fluctuate at various stages, it is developed and sustained in a successive manner over time.
Lessons Learned: Describing the Preservice Preparation Experiences of Early-Career Award-Winning Agricultural Educators
Author: Breeding, Lockie
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Questionnaires,Likert Scales,Experienced Teachers,Teacher Qualifications,Delphi Technique,Teaching Skills,Pedagogical Content Knowledge,Long Range Planning,Family Work Relationship,Teacher Education Programs,Faculty Development,Preservice Teacher Education,Awards,Teacher Characteristics

This study was designed to describe the experiences of National Association of Agricultural Educators (NAAE) Outstanding Young Member award winners. These teachers were asked about the concepts that they were most and least prepared for upon entering the teaching field. A modified Delphi method was used to collect data utilizing three rounds of researcher-developed questionnaires. Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. These award winning teachers felt most prepared to: 1) teach animal science, 2) provide classroom instruction, and 3) teach introductory lessons or units. They felt least prepared to: 1) plan for retirement and 2) manage work-life balance. The findings of this study may provide a framework for teacher education programs and teacher in-service workshops that will aid in more comprehensive training and development of future agricultural education teachers.
National Participation in School-Based Agricultural Education: Considering Ethnicity, Sex, and Income
Author: Velez, Jonathan J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Gender Differences,Ethnicity,Longitudinal Studies,Income,Student Participation,Student Characteristics,African American Students,Hispanic American Students,Enrollment Trends,High School Students,White Students,Clubs,Student Leadership

An empirical understanding of the value school-based agricultural education (SBAE) offers has been limited due to lack of widespread, longitudinal studies addressing the impacts of student participation in SBAE. Grounded in the theory of involvement, data from a nation-wide, longitudinal study were analyzed to explore ethnicity and income among students with varying levels of vocational club and SBAE involvement. Results indicated Black males had high involvement in non-SBAE vocational clubs but low involvement in SBAE-vocational clubs. Black and Hispanic females enrolled in SBAE at rates close to the percentages in the high school population; however, Black and Hispanic females rarely attained officer roles in SBAE-vocational clubs. White females, on the other hand, dominated officer roles within SBAE vocational clubs. Results also indicate females enrolled in SBAE who served as officers earned an additional $10,507 annually compared to non-SBAE, female officers. However, regarding the impact of involvement in SBAE on males who serve as officers, results indicate decreased income compared to their non-SBAE peers. Findings are discussed in relation to the theory of involvement, with an emphasis on recommendations for further research.