ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of National Agriscience Teacher Ambassadors' Stages of Concern regarding Inquiry-Based Instruction
Author: Shoulders, Catherine W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Agriculture,Teaching Experience,Faculty Development,Agricultural Education,Scientific Concepts,Inquiry,Teaching Methods,Skill Development,Teacher Attitudes,Questionnaires,High Schools,Secondary School Teachers

As teachers are held more and more accountable for the achievement of their students, agriscience teachers must focus on effectively integrating scientific core concepts into agriculture classes. Inquiry-based instruction is currently considered a best practice in increasing students' science content understanding, but is often avoided by teachers who are hesitant about utilizing this form of instruction. The National Agriscience Teacher Ambassador Academy (NATAA) is a professional development opportunity offered to agriscience teachers in an effort to increase their skill at and willingness to incorporate inquiry-based instruction into their classrooms. This study investigates the stages of concern of the 71 NATAA participants through the use of the Stages of Concern Questionnaire in an effort to determine the utilization of NATAA as an effective means of coaching agriscience teachers to use inquiry-based instruction. Participant responses indicate that NATAA's professional development reduces low-level concerns for those who participated for two years instead of one, as well as for teachers who attended the professional development after its reformatting in 2007. Lastly, results suggest that participants with more than six years of teaching experience are more consistent in their concerns than less experienced teachers. (Contains 1 table and 3 figures.)
A Longitudinal Study to Determine If Wiki Work Builds Community among Agricultural Adult Education Students
Author: Kelsey, Kathleen D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Adult Education,Collaborative Writing,Writing Instruction,Thinking Skills,Longitudinal Studies,Web 2.0 Technologies,Agricultural Education,Participant Satisfaction,Likert Scales,Computer Mediated Communication,Computer Software Evaluation,Technology Uses in Education,Electronic Publishing,Student Attitudes,Program Effectiveness,Influence of Technology,Communities of Practice

Wiki has been lauded as a tool that enhances collaborative writing in educational settings and moves learners toward a state of communal constructivism (Holmes, Tangney, FitzGibbon, Savage, & Mehan., 2001). Many pedagogical claims exist regarding the benefits of using wiki. However, these claims have rarely been challenged. This study used a three-year longitudinal cohort survey design (Creswell, 2008) to measure learners' perception regarding the pedagogical claims of wiki to create an online textbook in a graduate agricultural adult education course. The overall survey mean was 2.37 on a four-point scale (2.0 = not sure, 3.0 = agree). Learners were positively but marginally impacted by the wiki writing experiences in terms of knowledge construction and enhanced critical thinking skills. Study results marginally support Holmes' et al. theory that interactive communication technologies (ICT) create constructivist learning opportunities. Collaborative writing does not naturally emerge from wiki work. Rather, it must be coaxed and nurtured through reward and a self-directed learning approach. (Contains 1 table.)
Entry-Level Technical Skills that Agricultural Industry Experts Expected Students to Learn through Their Supervised Agricultural Experiences: A Modified Delphi Study
Author: Ramsey, Jon W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Delphi Technique,Agricultural Education,Agricultural Skills,Skill Analysis,Skill Development,Specialists,Field Experience Programs,Program Attitudes,Educational Needs,Career Development,Entry Workers,Experiential Learning,Technical Education,Extension Agents

The National Research Council's (NRC) Report (1988), Understanding Agriculture: New Directions for Education, called on secondary agricultural education to shift its scope and purpose, including students' supervised agricultural experiences (SAEs). The NRC asserted that this shift should create opportunities for students to acquire supervised experience in land laboratories, agricultural mechanics laboratories, greenhouses, nurseries, and other facilities provided by schools. For example, the agricultural industry offers 52,000 job opportunities annually, including sales and marketing, specialty veterinary medicine, food safety/biosecurity, forest ecosystem management, precision agriculture, biomaterials engineering, landscape horticulture, plant and animal genetics, specialty crops production and nutrition services (Goecker, Gilmore, Smith, & Smith, 2005). Students' SAEs should reflect such aspects of the industry. Using a modified Delphi technique, this study identified the perceptions of agricultural industry experts on the role of SAE in facilitating students learning technical skills needed for entry-level employment. The experts expected that students would learn more entry-level technical skills associated with the career pathways of Animal Science and Agricultural Communications (44 of 60) than the other five pathways combined as a result of their participation in SAEs. This paper explores rationale regarding why it is important to address this "imbalance" and makes recommendations about that. (Contains 1 figure and 2 tables.)
Assessing the Animal Science Technical Skills Needed by Secondary Agricultural Education Graduates for Employment in the Animal Industries: A Modified Delphi Study
Author: Slusher, Wendy L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Delphi Technique,Animals,Entry Workers,Industry,Agricultural Education,High School Graduates,Secondary School Curriculum,Competence,Job Skills,Agricultural Occupations,Employment Qualifications

Career and technical education courses, such as agricultural education, exist, in part, to assist students in acquiring the competencies needed to achieve employability. However, whether the current secondary agricultural education curriculum meets the needs of industry leaders who employ high school graduates of agricultural education programs is unclear. Therefore, this Delphi study sought to identify the technical competencies deemed necessary for entry-level employment of high school graduates in the animal industries on their successful completion of coursework in the animal systems career pathway. Forty-two experts, representing the animal industries in Oklahoma, participated in the study. In all, 133 statements were yielded, revealing 48 different competencies, of which 27 (56%) reached consensus of agreement per Round 2. Specifically, panelists &quot;strongly agreed&quot; that graduates should be able to &quot;use basic math,&quot; &quot;practice farm safety,&quot; and &quot;understand animal needs.&quot; Ultimately, all 48 competencies met the &quot;real limits&quot; of &quot;agreement&quot; (M = 2.50 - 3.49). So, these skills should be included in the curriculum designed for the animal systems pathway, and cross-walked with the current Oklahoma secondary animal systems career pathway to ensure that students enrolled in animal science are provided opportunities to learn the skills employers seek in entry-level workers. (Contains 1 figure and 2 tables.)
The Agricultural Teacher's Struggle for Balance between Career and Family
Author: Murray, Kathryn
Date: 2011-00-00
Type: Journal Articles
Subjects: Agricultural Education,Family Work Relationship,Graduates,Working Hours,Gender Differences,Teacher Shortage,Sex Role,Housework,Child Care,Agriculture,Teacher Attitudes,Questionnaires,Secondary School Teachers

Research has shown that agricultural education graduates are hesitant to enter the profession and seemingly quick to leave, often citing long work hours as a main contributing factor. As the shortage of agricultural teachers continues, there is concern over the balance of career and family and its effect on the profession. The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. It was determined that Georgia agricultural teachers were working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. One third of respondents reported that it was always difficult or impossible to balance career and family. (Contains 1 figure and 6 tables.)
Understanding the Value of Volunteer Involvement
Author: Terry, Bryan
Date: 2011-00-00
Type: Journal Articles
Subjects: Volunteer Training,Nonprofit Organizations,Volunteers,Agriculture,Clubs,Role,Youth Programs,Surveys

Volunteers can be an important resource of many nonprofit organizations. The ability to meet the mission, goals and objectives of nonprofit organizations often depends upon the effectiveness of volunteer involvement in direct service delivery or indirect program support. Volunteer involvement utilizes financial and non-financial resources of an organization. Given the challenges associated with coordinating and managing volunteers, nonprofit organizations should evaluate volunteer program initiatives. Utilizing a net benefits framework, this study evaluated volunteer programs in 4-H to understand the value of direct and indirect volunteer involvement. Findings showed county 4-H programs that utilized volunteers to provide direct service to clientele as-well-as volunteers in indirect program support roles had nearly 50% higher total benefits compared to programs that only used direct service volunteers. Additionally, results indicated challenges associated with coordinating and managing volunteers did not increase for programs that involve both direct and indirect volunteers compared to those that only utilized direct service volunteers. Finally, this research provided evidence that net benefits accrued at a higher rate for nonprofits that utilize both direct and indirect service volunteers compared to those involving only direct service volunteers. (Contains 4 tables.)
Changes in Teacher Self-Efficacy from the Student Teaching Experience through the Third Year of Teaching
Author: Swan, Benjamin G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Teaching,Student Teachers,Self Efficacy,Agricultural Education,Teaching Experience,Researchers,Measures (Individuals),Teacher Education,Beginning Teachers,Teacher Attitudes,Attitude Change

The purpose of this study was to examine changes in teacher self-efficacy from the student teaching experience to the third year of teaching. The population was the entire cohort of student teachers from The Ohio State University. Of the 34 individuals who student taught, 17 entered the teaching profession. The researchers utilized the Teachers Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) to assess the individuals in the study four different times; at the conclusion of student teaching, and the conclusion of their first, second and third years of teaching. No previous research exists in agricultural education that tracks the changes in teacher self-efficacy from student teaching through the third year of teaching. Individuals reported the lowest levels of teacher self-efficacy at the end of their first year of teaching and the highest levels at the conclusion of their student teaching experience. Participants reported the lowest levels of teacher self-efficacy in the student engagement domain in each of the assessments. The results of this study support previous research conducted with teacher education candidates. However, as this research continues the assessment of teacher self-efficacy through the beginning years of teaching, the researchers recommended more thorough and comprehensive study. (Contains 3 figures and 6 tables.)
The Benefits and Barriers toward Diversity Inclusion regarding Agricultural Science Teachers in Texas Secondary Agricultural Education Programs
Author: LaVergne, Douglas D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Barriers,Agricultural Education,Sampling,Science Teachers,Agriculture,Student Recruitment,Teaching Methods,Secondary Education,Questionnaires,Internet,Teacher Attitudes,Scores,Inclusion,Student Diversity,Cognitive Style,Minority Groups

This study analyzed Texas secondary agricultural education teachers' (n = 232) attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique. Researchers used descriptive statistics to report demographic and personal characteristics and mean scores to assess teachers' perceptions of the benefits of diversity inclusion, and perceptions of the barriers of diversity inclusion. Teachers agreed that: &quot;educators, parents, and policymakers must develop strategies to address the different learning styles of all students;&quot; &quot;teachers should become familiar with students of color represented in their classrooms;&quot; and &quot;agricultural educators should increase recruitment efforts to promote diversity inclusion in secondary agricultural education programs.&quot; (Contains 1 figure and 3 tables.)
A Qualitative Study of Agricultural Literacy in Urban Youth: Understanding for Democratic Participation in Renewing the Agri-Food System
Author: Hess, Alexander J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Field Trips,Schemata (Cognition),Agriculture,Urban Youth,Piagetian Theory,Democratic Values,Food,Agricultural Occupations,Consciousness Raising,Knowledge Level,Student Characteristics,Elementary School Students,Interviews,Gardening,Misconceptions

Modern agriculture poses ecological problems and opportunities, which defy simple democratic reform without an educated citizenry. Developing an educated citizenry can be accomplished by further developing agricultural literacy in elementary education. While benchmarks for agricultural literacy have been produced, relatively little attention has been focused on how students conceptualize the food system. Using Piaget's theories of schemata development, this study compared students' understanding of agriculture to grade-specific benchmarks for agricultural literacy to uncover relationships between students' backgrounds, experiences, and understandings of the agri-food system. The population consisted of 18 elementary students from Long Beach, California. Data was collected via 45-minute semi-structured interviews. While almost half had been on field trips to a farm or visited a garden, none had ever grown a plant or raised an animal. Students' ideas about agriculture were often guesses, underdeveloped, or contradictory to expert conceptions. Students failed to convey an understanding of the types and variety of farms, the purpose of farms, or the cultural practices dominating conventional farming. Results suggest that educators should focus on existing underdeveloped schemata to help learners construct viable ideas about modern agriculture supported by contextually rich formal and informal agricultural experiences. (Contains 4 tables.)
Agricultural Education Perceived Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers
Author: Wolf, Kattlyn J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Self Efficacy,Agricultural Education,Teaching Experience,Beginning Teachers,Teacher Attitudes,Gender Differences,High Schools

The purpose of this study was to describe beginning agriculture teachers' perceived agricultural education teacher self-efficacy. Additionally, the researcher sought to describe the relationship among teachers' demographic characteristics and their agricultural education teacher self-efficacy. An instrument specific to agricultural education was developed to answer the research questions. The instrument had three domains: Classroom, FFA, and SAE. The teachers in this study all had less than four years of teaching experience. Almost all of the teachers intended to remain in the profession of agricultural education. Teachers reported favorable perceptions of their student teaching experience and their first year of teaching. Teachers were the most efficacious in the classroom domain, and the least efficacious in the SAE domain. This finding indicates a need for additional professional development in the SAE domain. The teachers' perceptions of their student-teaching experience and their first year of teaching were positively related to their teacher self-efficacy. Males had higher teacher self-efficacy than females. Individuals who were not involved in high school agricultural education or FFA had higher teacher self-efficacy in the classroom domain, but lower teacher self-efficacy in the SAE and FFA domain. (Contains 2 figures and 7 tables.)
Constructing Knowledge in the Twenty-First Century: I-LEARN and Using Information as a Tool for Learning
Author: Neuman, Delia
Date: 2011-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Learning Processes,Information Science,Information Literacy,Inquiry,Information Skills,Information Seeking,Models,Educational Practices,Educational Resources,Program Descriptions,School Libraries

To be efficient and effective learners in the information age, individuals must be able to engage successfully with a wide variety of information types and formats. Becoming lifelong learners in a world in which information flows freely and defies the boundaries of traditional disciplines and subject areas, children and youth in particular must develop strategies for engaging with ideas that transcend the curriculum and its usual topics and structures. The I-LEARN Model--Identify, Locate, Evaluate, Apply, Reflect, kNow--describes the process of learning with information and provides school librarians and others with a teaching tool created specifically for information-age learning. A learning model that expands traditional information-seeking models in important ways, I-LEARN assumes that learning itself is the goal of information-seeking in schools and that information in its various representations is the basic building block for lifelong learning in the twenty-first century. Grounded in research and theory from both information science and instructional systems design, and based on the author's own research and writing over more than a decade, I-LEARN builds on the well-known tripartite information literacy paradigm--accessing, evaluating, and using information--to operationalize an inquiry approach to learning. (Contains 1 table and 5 figures.)
Bridging the Gaps: Measuring Cultural Competence among Future School Library and Youth Services Library Professionals
Author: Hill, Renee Franklin
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Prior Learning,Likert Scales,School Libraries,Interpersonal Competence,Cultural Literacy,Youth Programs,Library Personnel,Library Services,Graduate Surveys,Education Work Relationship,Skill Analysis,Student Attitudes,Student Personnel Services,Occupational Surveys,Library Research,Knowledge Level,College Outcomes Assessment

School library and youth services professionals must develop and display a strong sense of cultural competence to effectively serve their patrons. Cultural competence is defined here as one's ability to understand the needs of populations different from their own. This paper reports on the perceptions of school library and youth services students about how well their library and information sciences (LIS) coursework has prepared them to become culturally competent library practitioners. An electronic survey was used to collect data from matriculating LIS students. The survey contained a Likert scale measuring three areas of cultural competence: self-awareness, education, and interaction. A gap-analysis technique was employed to detect discrepancies between students' prior knowledge and actual learning relative to cultural competence. By focusing on the responses from students enrolled in school library and youth services concentrations, this study may help both school library and youth services educators and practitioners consider implementing more culturally sensitive curriculum and pedagogical reforms. (Contains 1 table.)
Year 7 Students, Information Literacy, and Transfer: A Grounded Theory
Author: Herring, James E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Grounded Theory,Criticism,Foreign Countries,Information Literacy,Secondary Schools,Librarian Attitudes,Student Attitudes,Teacher Attitudes,Performance Factors,Transfer of Training,Information Skills,User Satisfaction (Information),Use Studies,Information Seeking,Student Research,Assignments,Observation,Interviews,Questionnaires,Student Journals

This study examined the views of year 7 students, teacher librarians, and teachers in three state secondary schools in rural New South Wales, Australia, on information literacy and transfer. The aims of the study included the development of a grounded theory in relation to information literacy and transfer in these schools. The study's perspective was sociocultural, and grounded theory was adopted as the method. This paper presents a critical evaluation of the advantages and limitations of grounded theory. The key findings of the study are outlined and discussed. The findings are related to the extent to which students valued information literacy practices and the factors involved in determining whether students were likely to transfer information literacy practices across time and school subjects. The study identified three groups of students: (1) a minority, who were engaged in their own learning, valued information literacy practices, and were likely to transfer these practices; (2) a majority, who could potentially be engaged in their own learning and who valued information literacy practices in principle, but were unlikely to transfer these practices without intervention by a teacher or teacher librarian; and (3) a very small minority, who failed to grasp the concepts of learning or information literacy practices and could not transfer such practices. The study also found that the lack of a culture of transfer in the schools was a significant hindrance in developing students as transferrers. The findings are discussed and a grounded theory of information literacy and transfer is presented. (Contains 3 figures.)
Exploring Graphic Novels for Elementary Science and Mathematics
Author: Nesmith, Suzanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Science,Novels,Cartoons,Elementary School Mathematics,Mathematics Instruction,Science Instruction,Focus Groups,Teaching Methods,Attitude Measures,Teacher Attitudes,Mathematics Teachers,Science Teachers,Student Motivation,Learning Motivation

Prompted by the recent surge in the popularity and utilization of graphic novels in the elementary classroom as well as trends toward the publication of content-focused graphic novels, the research described in this study was designed to explore educators' perspectives toward the medium as well as the issue of quality in graphic novels with science or math content. Qualitative results recorded through evaluation forms and focus-group sessions revealed the existence of variance in participants' perspectives. However, these results also indicate potential benefits and perceived problems or concerns.