ethanporcaro/eric-fulltext-meta huggingface dataset:
Building a Sustainable Agricultural Career Pipeline: Effective Recruitment and Retention Practices Used by Colleges of Agriculture in the United States
Author: Alston, Antoine J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Agricultural Education,Enrollment Management,Student Recruitment,School Holding Power,College Faculty,Land Grant Universities,Inclusion,Disproportionate Representation,Student Diversity,Institutional Characteristics,Strategic Planning,College Freshmen,Labor Force Development

This national study examined effective student recruitment and retention practices used by colleges of agriculture in the United States among 1862 land-grant, 1890 land-grant, and non-land-grant institutions. Respondents reported that faculty at colleges of agriculture were primarily white. Through the analysis of sub-group percentages, the researchers found that the ethnic makeup of faculty was not reflective of the general population. The researchers found that administrators from 1862 land-grant institutions reported statistically significant differences (p &lt; 0.05) regarding the use of specific strategies to target underrepresented populations in student recruitment as compared to other institutional types. Further, 1862 land-grant institutions reported statistically significant differences in student retention strategies (p &lt; 0.05) as compared to other institutional types regarding the delivery of programs that aimed to retain first-year students. Based on key findings from this investigation, the authors developed the agricultural student retention model (ASRM) to help guide colleges of agriculture in improving their holistic retention program as they navigate inclusive and diverse institutional contexts. Additionally, key recruitment strategies were identified as well, that could facilitate holistic student recruitment efforts. Perhaps more significant progress can be made toward creating a sustainable agricultural workforce that is more reflective of U.S. population demographics using this model.
An Analysis of Cooperating Teacher Feedback: A Qualitative Inquiry
Author: Eck, Christopher J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Cooperating Teachers,Feedback (Response),Student Teaching,Teacher Education Programs,Educational Philosophy,Teaching Methods,Agricultural Education,Secondary School Teachers,Teacher Behavior,Educational Environment,Teacher Effectiveness

Cooperating teachers are a key component to the success of student teaching internships, serving an integral part in &quot;raising&quot; a teacher. To effectively facilitate the student teaching internship, teacher preparation programs must identify cooperating teachers who align philosophically with the pedagogical training delivered by university programs (Korthagen &amp; Kessels, 1999; Tom, 1997), specifically, cooperating teachers who can reinforce the theoretical framework underpinning the professional coursework pre-service teachers experience in university teacher preparation programs. This qualitative study sought to better understand the feedback provided to future school-based agricultural education (SBAE) teachers during their student teaching experience. Through initial and secondary coding, the research team identified themes among the feedback provided to student teachers by their cooperating teachers. The study revealed cooperating teacher feedback reflects the pedagogical training provided via the teacher preparation program, specifically, around effective teaching behaviors. Understanding the cooperating teacher feedback provides insight for teacher preparation programs.
The Flipped Classroom and Its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program
Author: Holik, Michael
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Learner Engagement,Video Technology,Homework,Vocational Education,Cooking Instruction,Program Effectiveness,Postsecondary Education,Conventional Instruction,Grades (Scholastic),Attention,Readiness

The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than a traditional classroom. The study included 24 participants in a postsecondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research design, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students.
Exploring Patterns in Undergraduate Students&apos; Information Problem Solving: A Cross-Case Comparison Study
Author: Huang, Kun
Date: 2019-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Solving,Cognitive Processes,Student Research,Information Seeking,Information Skills

Students today routinely conduct research in the digital world to solve problems in daily life and in learning tasks. Although research to date has proposed different models to describe the processes of information problem solving (IPS), little is known about the cognitive patterns demonstrated in the processes, particularly the iterative nature of IPS and the driving factors behind iterations. The current study employed the lens of a self-regulated problemsolving model to develop an in-depth understanding of learners' IPS processes. Analysis and cross comparisons of three students' on-screen research activities, think-aloud articulations, artifacts, and interviews revealed three representative patterns for performing an IPS task: reasoning-driven, prior knowledge/taskdriven, and information-driven. These different patterns manifest qualitative differences in the three students' research behaviors and iterations of problemsolving stages. The findings afford an in-depth understanding of the cognitive dimension of IPS, and yield important implications for scaffolding learners in effective IPS.
Online Knowledge Sharing in Vietnamese Tele-Communication Companies: An Integration of Social Psychology Models
Author: Nguyen, Tuyet-Mai
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Social Psychology,Employees,Employee Attitudes,Difficulty Level,Value Judgment,Behavior,Intention,Information Dissemination,Information Technology,Beliefs,Behavior Theories

Organizational knowledge is regarded as a key source of sustainable competitive advantages for organizations. Along with the development of information technology, organizations often find many ways to facilitate the online knowledge sharing process. However, the establishment of successful online knowledge sharing initiatives seems to be challenging to accomplish. This study aims to enhance the understanding of the factors that affect employees' knowledge-sharing behavior in organizations by examining the integration of two social psychology models--the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). A total of 501 complete responses, from full-time employees in Vietnamese telecommunication companies, were collected and used for data analysis using structural equation modelling. The overall findings of this study appear to coincide with the propositions of the TAM and the TPB, which this research model was built on. Perceived ease of use and perceived usefulness significantly affect employees' attitudes toward knowledge sharing. In turn, attitudes, along with subjective norms and perceived behavior control (PBC), have a positive influence on knowledge sharing intentions (KSI). Consequently, KSI can be used to predict knowledge donating and knowledge collecting.
Poverty Simulation Participation: Transformative Learning Outcomes among Family and Consumer Sciences Students
Author: Arnett-Hartwick, Sally E.
Date: 2019-12-00
Type: Journal Articles
Subjects: Transformative Learning,Consumer Science,Poverty,Simulation,Undergraduate Students,State Universities,Instructional Effectiveness,Attitude Change,Teacher Education,Student Participation,Consciousness Raising,Experiential Learning,Empathy

The purpose of this study was to investigate to what extent participating in a poverty simulation effectively increases a student's understanding of life in poverty among human development and family sciences (HDFS) and teacher education students in family and consumer sciences (FCS). Using a mixed-method design, a convenience sample of junior and senior undergraduate students (N=57) in FCS from a midwestern state university participated in a modified version of a poverty simulation. Using a pre-post questionnaire, the quantitative results indicated overall scores moved in a favorable direction in attitude improvement toward the poor and the qualitative responses provided support for the poverty simulation as an effective instructional tool. The results included encouragement of more positive attitudes among the HDFS and teacher education students, providing future child care specialists, social service agents, and educators with an empathic and interaction basis for working with clients and students who are experiencing poverty.
A Review of State Policies on Principal Professional Development
Author: Davis, Keith
Date: 2020-02-10
Type: Journal Articles
Subjects: State Policy,Professional Development,Principals,Academic Achievement,Educational Improvement,School Administration,Web Sites,State Departments of Education,Educational Policy,Cooperation,Problem Solving,Reflection,School Districts

Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.
Syllabus Matters: The Impact of Course Type on Speaking Gains Abroad
Author: Cubillos, Jorge H.
Date: 2019-03-00
Type: Journal Articles
Subjects: Course Descriptions,Study Abroad,Second Language Learning,Second Language Instruction,Spanish,Grammar,Language Proficiency,Language Tests,Oral Language,Outcomes of Education,Correlation,College Students,Comparative Analysis,Universities,Service Learning

This investigation explores oral proficiency outcomes in short-term study abroad programs, as well as the interaction of those outcomes with the type of second language (L2) courses involved. For three years, speaking ability gains were measured in a study abroad setting among intermediate learners of Spanish under two different course conditions: (1) structural (courses focused on the explicit exploration of the grammar of the target language), and (2) functional (courses focused on practical language use). The results of the investigation demonstrated that intermediate-level learners exposed to functionally-oriented L2 courses consistently reached higher speaking gains as measured by the Versant Spanish[superscript TM] Test (a commercially available computerized oral assessment instrument). These research findings suggest that oral skill development is sensitive to course content and orientation and that course syllabus design considerations can make a significant difference in study abroad settings.
Self-Determination, Loneliness, Fear of Missing Out, and Academic Performance
Author: Lenny, David John
Date: 2019-12-00
Type: Journal Articles
Subjects: Self Determination,Psychological Patterns,Academic Achievement,College Students,Psychological Needs,Late Adolescents,Personal Autonomy,Interpersonal Relationship,Competence,Motivation,Anxiety,Foreign Countries,Depression (Psychology),Affective Measures,Social Media

Instances of anxiety, depression, and loneliness are attaining epidemic-levels among college-age students. Self-determination theory suggests that such feelings are attributable to antagonistic situations hindering the satisfaction of an individual's basic needs for autonomy, competence, and relatedness. Fear of Missing Out (FOMO) is a phenomenon that arose in the context of social media use and refers to the need to stay continually connected. Studies have shown that problematic social media and mobile technology use are related to feelings of anxiety, depression, and loneliness, and FOMO. Few studies have examined the relationships between these factors and academic performance. This study examines how Loneliness, FOMO, and the basic needs Autonomy, Competence, and Relatedness, are related to Academic Performance. We find a positive influence of FOMO and a negative influence of Autonomy on Academic Performance. We discuss these and other findings.
Teaching Minority Languages in Multiethnic and Multilingual Environments: Teachers&apos; Perceptions of Students&apos; Attitudes toward the Teaching of Basque in Compulsory Education
Author: Roman Etxebarrieta, Gorka
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Minorities,Second Language Learning,Second Language Instruction,Languages,Language Attitudes,Teacher Attitudes,Immigrants,Student Attitudes,Foreign Countries,Multilingualism,Student Behavior,Language of Instruction,Teaching Experience,Native Language,Parent Role,Negative Attitudes,Family Role,Elementary Secondary Education,Teaching Methods

The literature reveals the difficulty of teaching minority languages in multiethnic and multilingual regions. Studies about teachers' perceptions when instructing a minority language might help stakeholders to design interventions to overcome this problem. The first aim of this study was to describe teachers' perceptions of type of issues, student complaints, and behaviors when teaching in Basque. The second aim was to state whether there is any relation between the origin of the students, the teachers' working experience, and working region with the occurrence of issues, type of complaints in class, and the role of students' parents. The data for this study were collected using an online questionnaire answered by 197 teachers. A descriptive analysis of the answers was performed using SPSS® (Statistical Package for the Social Sciences). Chi-square analyses were conducted to study the relation between variables. Results indicate that teachers believe Basque is sometimes undermined in their teaching practice, but no difference is perceived between local and migrant students. Conversely, regarding teachers' views, negative attitudes toward Basque are mostly influenced by students' families. This provides evidence to encourage education stakeholders to design better lessons involving the teaching of Basque.
Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training
Author: Sáez-López, José Manuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Preservice Teacher Education,Preservice Teachers,Program Effectiveness,Teacher Competencies,Elementary Education,Foreign Countries,Cultural Background,Student Developed Materials,Educational Benefits,Student Motivation

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.
The Mission of Early Childhood Education in the Anthropocene
Author: Wolff, Lili-Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Role of Education,Environmental Education,Climate,Sustainability,21st Century Skills,Outdoor Education,Holistic Approach,Transformative Learning

During the last century, the human way of life has begun to transgress many of the Earth's biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call &quot;Anthropocene&quot;. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood.
Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree
Author: Pertegal-Felices, Maria Luisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,College Students,Mathematics Skills,Multimedia Materials,Multimedia Instruction,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Foreign Countries

Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic-Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
Mature Students Matter: The Impact of The Research Development Fellowship in Accessing Art and Design Education
Author: Broadhead, Samantha
Date: 2020-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Foreign Countries,Higher Education,Art Education,Design,Fellowships,Declining Enrollment,Interdisciplinary Approach,Staff Development,Personal Narratives,Access to Education,Program Descriptions,Research Training,Case Studies

In the United Kingdom, the number of mature students studying in higher education is diminishing. This is also the case within the subject of art and design. This article reports on a project &quot;Mature Students Matter,&quot; a study that aims to widen participation in art and design education within a small specialist university. The approach was developed from a Research Development Fellowship, which provided a model for the project. A case study is used as a method of inquiry through which the project is described and evaluated using a form of narrative inquiry. The study found that the principles of Joint Practice Development (JPD) underpinning the design and development of the project enabled practitioners from different parts of the university to work together and to share similar aims, objectives and values in their research. Drawing some tentative conclusions, the project also found that the wider institutional context was important in the success of the project.
Mathematical Performance of American Youth: Diminished Returns of Educational Attainment of Asian-American Parents
Author: Assari, Shervin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Educational Attainment,Parent Background,Asian Americans,Grade 10,Adolescents,High School Students,Longitudinal Studies,Scores,Socioeconomic Status,White Students,Disadvantaged Youth

The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans.