ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level
Author: Saleem, Tooba
Date: 2018-12-00
Type: Journal Articles
Subjects: Supervision,Student Experience,Doctoral Programs,Graduate Students,Program Administration,Planning,Research Skills,Communication Skills,Student Needs,Responsibility,Doctoral Dissertations,Data Collection,Foreign Countries

The nature of supervisory relationship is dynamic that changes over the course of candidacy. Subsequently, the supervision demands of supervisees also change to help them in performing certain tasks at specific research stages. In this context, this research is proposed to investigate the supervision experiences of supervisees in four different research stages (i.e. Stage 1: developing synopsis, Stage 2: collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light of six supervision aspects (i.e. Project management, Intellectual support, pertinent research skills, Inter-personal communication skills, Workload management and Supportive skills) the quality of supervision was assessed from supervisees' perspective. Cross-sectional survey design was used to assess the supervision experiences of (N=422) supervisees in four distinct stages of research supervision. The data were collected from 12 public and private universities of the Punjab. For this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the need to train the supervisors to manage their time not just in terms of teaching and supervision of research students, but also keeping the stages of their research in mind. By addressing the stage specific needs of supervisees the quality of supervision could be improved.
A Comparative Study of the Attitude of the Male and Female Elementary School Teachers towards Teaching Profession
Author: Farrukh, Irshad Ahmad
Date: 2018-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Attitudes,Gender Differences,Teaching (Occupation),Elementary School Teachers,Preservice Teachers,Inservice Teacher Education,Foreign Countries

The process of education is shaped and made by the teachers who play a pivotal role in web of educational system. Teaching characteristically is a moral enterprise and its function is aimed at guiding and working desirable growth in others. The need to know more about teacher and teaching stems not only from the commonness of the phenomenon, but also from the realization that our notion of teacher and teaching guides our future endeavors. There is a dearth of empirical evidence about the attitude of teachers towards their profession. Quantitative research methodology was deployed using descriptive design. The study included 160 pre and in-service elementary school teachers for which equal representative was given to pre and in-service teachers and both genders. The participants included 80 male and 80 female teachers. A three point validated and reliable attitude scale was used to gather the data which comprised 30 statements. The results of the present study revealed that the majority of teachers working in the elementary school and also the prospective one's had less or not favorable attitude towards the teaching profession. The reasons for such attitude seemed to be justifiable, because of the working conditions and academic environment in schools as mentioned by the teachers were sufficient enough to be the great source of influence, development and reinforcement of a particular type of attitude. The study recommends the induction of teachers with the positive and more favorable attitude towards teaching profession.
Access to Higher Education: The Source of Graduate Employability and Wellbeing
Author: Bakari, Haroon
Date: 2018-12-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,College Graduates,Employment Potential,Well Being,Bachelors Degrees,Masters Programs,Foreign Countries

Access to higher education has been the subject of considerable debate among policy makers and academicians. But the concept lacks empirical evidence regarding its impact upon students and societal outcomes. This study provides empirical answer to the research question: how do access to higher education and teachers' support relate to graduates' self-perceived employability and psychological wellbeing? The data were collected from 520 students of bachelors and master's programs in rural campuses of an oldest University of Pakistan and analyzed through Structural Equation Modelling (SEM) using AMOS and SPSS software. Results reveal that access to higher education and teachers support are positively related with self-perceived employability of graduating student with little or no difference among gender. Whereas, teachers support also contributes to psychological wellbeing of the students. The impact of access to higher education on psychological wellbeing was insignificant. This study provides implications for universities, policy makers, and human resource management professionals regarding enhancement of graduate employability.
Influences on the Perceived Comfort and Training Level of Personal Protective Equipment in the Missouri High School Agricultural Mechanics Laboratory
Author: Langley, G. Curtis
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Safety Equipment,Laboratory Safety,High School Students,Student Attitudes,Knowledge Level,Safety Education,Agricultural Education,Age Differences,Gender Differences

Agricultural mechanics instruction includes a broad array of machinery, structures, and technical systems, as well as a diverse workforce. Virtually every aspect of agriculture has a mechanics component and a large portion of secondary agriscience curriculum is devoted specifically to teaching agricultural mechanics. Further, the agricultural mechanics laboratory provides students with an opportunity to learn through authentic learning scenarios. The purpose of this research is to investigate Missouri high school agricultural mechanics students' safety knowledge and safety attitudes. Researchers identified an increase in female students enrolling in agricultural mechanics coursework. This study also concludes students perceive they receive minimal training, access, and/or use of hearing and air quality PPE. It was concluded the factors of age, gender, semesters of agricultural mechanics courses, and agricultural education district have limited ability to explain differences in in student's PPE knowledge or PPE comfort. Moreover, researchers identified implications of changing demographics on PPE design and usability, both in the laboratory and the workplace. Future research should be conducted regarding PPE design, transfer of perceptions, and what PPE is needed by both teachers and students.
Using Cognitive Dissonance to Theoretically Explain Water Conservation Intentions
Author: Chaudhary, Anil Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Conservation (Environment),Water,Sustainability,Ecology,Intention,Attitudes,Behavior,Political Issues,Community Organizations,Housing,Ownership,Government (Administrative Body),Trust (Psychology),Ideology,Individual Characteristics

Water is a scarce resource in Florida. There is an immediate need to reduce the stress on water resources and make the availability of water more sustainable by encouraging engagement in water conservation among the residents of Florida. This study examined how the future intentions of high water users in Florida to conserve water outdoors were influenced by cognitively dissonant attitudes and behaviors. The independent variables used in the study were: government trust, current water conservation practices, political beliefs, and homeowners' associations (HOA) membership. The results to study indicated that higher trust in government and current engagement in water conservation behaviors promotes water conservation, while conservative political belief and HOA membership restrict water conservation. The independent variables (government trust, current water conservation practices, political beliefs, and HOA membership) also significantly predicted 30% of the variation in water conservation behavioral intentions. Level of engagement in current water conservation behaviors had the highest effect on future intent to conserve water. Extension educators, managers at water utility companies, and other agricultural educators are encouraged to consider cognitive dissonance among their target audiences as it can be used to promote water conservation.
The State of the Profession: STEM in Agricultural Education
Author: Swafford, Marshall
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,STEM Education,College Faculty,Teacher Attitudes,Land Grant Universities,Teacher Education Programs,Integrated Curriculum

Recently, the agricultural education profession has advocated its relationship with STEM education. Agricultural education has been identified as an effective context to support the components of STEM through analysis of data from student and teacher attitudes and results of experiments and quasi-experiments. However little attention has been paid to the attitudes and behaviors of agricultural education faculty. Therefore, the purpose of this research study was to describe the attitudes and self-identified STEM supportive behaviors of agricultural education faculty (n = 112). Generally, agricultural education faculty held positive attitudes toward STEM in agricultural education programs. However, differences existed between land-grant and nonland-grant faculty as well as faculty holding STEM appointments and those without. Agricultural education faculty engaged in teaching and programming behaviors which support STEM in agricultural education but, differences between STEM-appointed faculty and non-STEM appointed faculty were found. Recommendations were made to encourage teacher educators to facilitate partnerships with faculty at other institutions to maximize the impact of the profession on student learning in STEM and agricultural education. Future research should be conducted to identify promising practices which engage non-STEM appointed faculty in STEM supportive behaviors and research.
Over the Edge: Factors Nudging Mid-Career, School-Based Agriculture Teachers out of the Profession
Author: Solomonson, Jay K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Shortage,Teacher Persistence,Labor Turnover,Career Change,Secondary School Teachers,Teacher Attitudes,Job Satisfaction,School Policy,Educational Administration,Professional Autonomy,Barriers,Family Work Relationship

The field of agricultural education has experienced a consistent labor shortage the past several decades. Consequently, many school districts struggle to fill their open positions, while others are forced to shut down their agricultural programs completely due to inadequate staffing. Teacher attrition has been identified as a predominant factor behind the teacher shortage. The purpose of this mixed-methods study was to identify factors influencing mid-career school-based agriculture teachers' decision to stay in or leave the secondary agriculture teaching profession. Researchers developed and administered questionnaires, as well as conducted interviews, to gather data from current, mid-career agriculture teachers to answer the research questions. The researcher's discovered mid-career agriculture teachers are satisfied with their careers and significant differences do not exist in overall job satisfaction between those contemplating leaving and those who were not. However, differences existed between groups in areas related to recognition and school policy and administration. Additional findings suggest mid-career agriculture teachers value student and program successes, autonomy and variety, and stakeholder support. Moreover, the researcher's discovered mid-career agriculture teachers experience similar frustrations as teachers in other professional life stages; however, they seem to struggle more with balancing their personal and professional lives due to changing family dynamics.
Educative Curriculum Materials: A Promising Option for Independent Professional Development
Author: Petrie, Gina Mikel
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Collaboration,Rural Schools,Teacher Role,English (Second Language),Second Language Instruction,Foreign Countries,Instructional Materials,Curriculum,Language Teachers,Teacher Attitudes

There are ways for teachers to carry out independent professional development--leading themselves to grow in their understanding and practice of teaching. Two of these are action research and individual development plans. However, to use these models, teachers need connections with teaching colleagues, a mentor, and/or a basic understanding of how to do research and carry out reflection. These are resources that rural Nicaraguan teachers--and many teachers in other contexts around the world--rarely have. The authors looked for an alternative pathway for independent professional development and began to ask the questions: What would professional development look like if trainers and colleagues were less important in the process? What would it look like if teachers were experimenting autonomously on their own with teaching materials that met their needs? As researchers and teacher trainers, the authors discovered a concept that was new to them: &quot;Educative Curriculum Materials&quot; (ECMs). ECMs are teaching materials intentionally designed to guide educators to understand teaching concepts in their own way. Teachers &quot;infer&quot; theory rather than &quot;hear&quot; about it in a workshop. The authors applied the concept of ECMs to teaching English as a foreign language (EFL) and developed materials in collaboration with Nicaraguan teachers. In this article, the authors describe ECMs and review key literature related to them. They then suggest a process that others who are supporting teachers in similar circumstances can use to develop and refine classroom materials that provide independent professional development. The authors share examples of their own findings in Nicaragua as well as some sample materials.
Growing Population of Pakistani Youth: A Ticking Time Bomb or a Demographic Dividend
Author: Hafeez, Erum
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Population Growth,Youth,Empowerment,Youth Opportunities,Youth Problems,Politics,Economic Opportunities,Educational Opportunities

Pakistan is considered to be the fifth largest young country in the world. Around 63 percent population of the country comprises youth aged between 15 and 33 (UN Population Fund Report 2017). Such a large young population has posed daunting challenges to the social, economic and political sectors of the state. The fast rising youth bulge of Pakistan seems to be a constantly ticking time bomb instead of a demographic dividend, threatening its very own existence. Poor youth engagement in the productive political, educational, economic and socio-cultural activities indicates ineffectiveness of the public and private sectors policies especially at the state level. The current research study is intended to identify the key factors behind the disengaged and distressed youth of Pakistan in the three core areas of education, economy and politics. For this purpose, a systematic literature review was carried out in which national and international labor survey reports, youth development index, national youth program and federal education and economic policies were critically analyzed alongside the relevant research studies, non-government organizations' reports and media coverage for a dynamic overview. Besides, interviews of relevant stakeholders were also conducted to investigate the issue from diverse perspectives. Evidently, youth partnership, empowerment, and engagement in educational, economic and political sectors can be the only way forward to address the increasing challenges of the country.
Using Texts to Teach Cognitive-Affective Curriculum
Author: Dar, Fatima
Date: 2018-12-00
Type: Journal Articles
Subjects: Elementary School Curriculum,English Instruction,Textbook Content,Prosocial Behavior,Empathy,Consciousness Raising,Curriculum,Social Development,Emotional Development,Foreign Countries,Cognitive Development,Affective Behavior,Second Language Instruction

The study addressed a cognitive-affective gap in the textual content of a primary English curriculum. The research design was qualitative in nature. In the first part of the study, document analysis of the textbooks from grades 1-5 was done to prove that empathetic and pro-social themes were under represented in them. The second part of the study was an intervention in which teachers were apprised to highlight empathetic and pro social themes in texts and teach them. The third part of the study noticed if the use of cognitive-affective texts raised awareness among students about the said themes and significantly affected their interest in academic work. The findings from document analysis, observations and interviews indicated that empathetic and pro-social themes were under represented in the textual content. The observations of integrated cognitive-affective lessons brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. This was also authenticated by teachers and students in focused group interviews. The study was significant in terms of raising the importance of the stated skills at the primary level and prove that cognitive-affective use of textual content in schools could raise awareness about affective skills and prepare helpful and caring individuals for the society
Understanding the Role of Internship as an Activity Based Learning: A Case Study
Author: Ali, Aasir
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Internship Programs,College Students,Experiential Learning,Business Administration Education,Professional Development,Personality Development,Student Development

Activity based learning is a successful educational model in various disciplines and recently it has been proved very effective in business institutes also. This paper was intended to explore the effects of internship in the university students of Pakistan as an activity based learning in order to boost their skills and abilities. Qualitative research as research design was adopted for the study following interpretivist paradigm. For the purpose of data collection, 30 students from business institutes were interviewed. Only those candidates were chosen who had recently completed their internship in well-known organizations of Pakistan. Data analyses was done through NVivo software version 11, suggested for qualitative data analyses. Findings propose that industrial internship is a viable activity for the learning and growth of university students. Practical experience, teamwork, understanding strengths and weaknesses, financial support for further studies and exposure to real world problems were found chief outcomes of internship in terms of professional development. Likewise, goal setting, internal motivation, confidence, punctuality, regularity and understanding responsibility in terms of personality development were found as key outcomes of internship for business students.
Needs Assessments for School-Based Agricultural Education Teachers: A Review of Literature
Author: DiBenedetto, Catherine A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Production,Program Design,Teacher Effectiveness,Program Administration,Needs Assessment,Public Relations,Student Behavior,Supervision,Faculty Development,Experienced Teachers,Beginning Teachers,Teacher Educators,National Organizations,Teacher Competencies,Educational History

School-based agricultural education (SBAE) programs have become more diverse with the ever changing and growing agriculture industry. Agricultural education teachers are challenged with expanding their knowledge and competencies to effectively teach and design successful SBAE programs. Needs assessments aid in providing guidance for professional development to better equip teachers with adequate knowledge, experiences, resources and materials. To better understand how agricultural education teacher's needs have changed or remained the same, this synthesis provided insight into teacher needs assessments from 1983 to 2015. While some competencies revealed inconsistent results, several competencies produced overwhelmingly cohesive results. Findings indicated Computer Technology, Program Administration, Public Relations, FFA/Program Management, Managing Student Behavior, and Development and Supervision of SAE projects as consistent needs of agricultural education teachers. Less emphasis was needed in professional development in technical skills related to the AFNR career pathways. A variation of needs between experienced and beginning teachers has existed. Recommendations included addressing emerging needs in 21st century competence and working with special needs. To emphasize content focus, development of a consistent instrument to assist teacher educators and national organizations with designing professional development opportunities to meet the current needs of agricultural education teachers in all stages of their careers was recommended.
Science in the Garden: A Qualitative Analysis of School-Based Agricultural Educators&apos; Strategies
Author: Cross, Sarah M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Science and Society,Gardening,Science Instruction,Teaching Methods,State Standards,Secondary School Teachers,High Schools,Course Content

Scholars in science education have reported an in increase in scientific literacy due to socioscientific issues (SSI)-based instruction. While several SSI are related to agriculture, such as climate change, whether to eat organic food, land use issues, and the use of genetically modified organisms (GMOs), literature that connects agricultural education to the theoretical framework is scant. This collective case study investigates how National Future Farmers of America (FFA) Organization teachers utilize school gardens to teach science, including whether and how SSI are utilized as an educational framework. Qualitative data was collected by conducting semistructured interviews with two Ohio school-based agricultural educators, and data was analyzed using the constant comparative method. Findings indicated both teachers utilized applied science teaching methods and expressed frustrations regarding the difficulty of meeting mandated science learning standards. While the teachers often integrated controversial topics in classroom discussions, fidelity to the SSI framework did not appear to be utilized.
Student Perceptions of Soft Skills &amp; Career Decision Self-Efficacy through Participation in SAE
Author: Haddad, Becky
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Career Choice,Decision Making,Problem Solving,Skill Development,Educational Environment,Agricultural Education,Self Efficacy,Student Placement,Work Experience Programs,High School Students,Thinking Skills,Agricultural Occupations

This study sought to assess student perceptions of soft skills and career decision self-efficacy attained through participation in different types of Supervised Agriculture Experience programs within School Based Agricultural Education. There was no significant difference found in career decision self-efficacy or perceived soft skill attainment between those who participated in SAE and those who did not. This study identified a positive significant impact for career decision self efficacy and perceived soft skill attainment between those who had placement and exploratory SAEs with the exception of the problem-solving construct. Findings suggest that students participating in programs that require greater investment of student time, skill, capital, and initiative develop greater perceived skill attainment and efficacy through the SAE program.