ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining the Impact of Block Scheduling on Leadership Involvement in the FFA
Author: Dunigan, Anne H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Block Scheduling,Scheduling,Student Attitudes,Agricultural Education,Program Effectiveness,Educational Change,Student Leadership,Demography,Racial Differences,Group Membership,Student Participation,Questionnaires,Mail Surveys

Block scheduling was established in response to educational reform measures and is the restructuring of the school day in longer class increments with fewer number of classes per day. The FFA, an intra-curricular component of the agricultural education, provides leadership opportunities and involvement within the classroom setting. This study assessed the impact block scheduling had on members' leadership involvement in the FFA. Twelve schools, six on block and six on traditional scheduling, were randomly selected and 288 FFA members participated in the study. Members' leadership involvement was measured by attainment of FFA degrees; attendance at meetings; participation in contests, conferences, conventions; and application for awards and scholarships. Few significant differences were found in members' involvement and schedule type. Advisors of FFA chapter were interviewed to consider their influence of members' leadership involvement. Comments made by advisors supported the literature and offered solutions to previous concerns. (Contains 1 table.)
Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum
Author: Smith, Bettye P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Family Life Education,Consumer Science,Middle Schools,Core Curriculum,Employment Potential,Middle School Teachers,Teacher Surveys,Educational Objectives,Communication Skills,Interpersonal Competence,Thinking Skills,Differences,Teaching Experience

The purpose of this study was to determine the extent that the Georgia Quality Core Curriculum (QCC) employability standards were included in the family and consumer sciences (FCS) curriculum. The 149 middle school teachers in this study were asked to indicate on a 4-point Likert type scale whether they considered each of the 25 employability standards to be a major objective, an important objective, an incidental objective, or not an objective in their teaching. Results showed that 16% of the 25 employability standards were identified as a major objective in their teaching by a majority of the participants whereas, 64% of the 25 employability standards were identified as important objectives in their teaching by a majority of the respondents. When teacher groups were compared based on years of teaching experiences and the seven topics of the employability standards, there were no significant differences found between teacher groups on any of the seven topics. (Contains 3 tables.)
Current Profile of CTE and Non-CTE Students: Who Are We Serving?
Author: Bierlein Palmer, Louann
Date: 2007-00-00
Type: Journal Articles
Subjects: Family Income,Economically Disadvantaged,Profiles,Technical Education,Career Education,Vocational Education,Vocational Training Centers,Cohort Analysis,Student Characteristics,Performance Factors,Student Attitudes,Academic Achievement,Living Standards,Social Indicators

This article summarizes findings from a recent study of 451 Career Technical Education (CTE) and non-CTE students as drawn from seven high schools supported by an area career technical center. One aspect of this study examined each group's academic standing and their socioeconomic status, including the household living arrangements and the family income level present in those households. Findings related to academic standing and income are similar to previous research in that the typical CTE student performs somewhat lower academically and is more economically disadvantaged than non-CTE students. Of interest were findings related to social living arrangements for which no previous research data could be found. Results indicate significant differences in that CTE students live less often with both natural or step parents, while more commonly residing with other relatives or adults. Such updated profile information is important for CTE educators as they continue to market their programs and support their students. (Contains 3 figures and 1 table.)
Identifying Technical Content Training Needs of Georgia Agriculture Teachers
Author: Peake, Jason B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Needs,Needs Assessment,Agricultural Education,Technology Integration,Biotechnology,Educational Technology,Teaching Skills,Agricultural Engineering,Teacher Competency Testing,Teacher Characteristics,Inservice Teacher Education,Teacher Attitudes,Teacher Surveys,Secondary School Teachers,Pedagogical Content Knowledge

The continuing trend toward increasing diversity of curriculum offered within secondary agricultural education programs is driving a change in pre-service and in-service technical training for agriculture teachers. This study looks at agriculture teachers' perceived importance of, and competence in, traditional technical competencies such as welding and small engines, as well as more recent technical competencies such as biotechnology and computer technology integration. A revised version of Joerger's (2002) needs assessment instrument was used to gather data from Georgia agriculture teachers--data was used to prioritize competencies where agriculture teachers need supplemental training as represented by a mean weighted discrepancy score (MWDS). Findings indicate that Georgia agriculture teachers' greatest need for in-service training is in the following: integrating current advances in agriculture technology into the curriculum; teaching skills and concepts in electricity, small animal care and veterinary technology; and teaching skills and concepts in animal biotechnology and aquaculture. (Contains 4 tables.)
A Survey of Vocational Training Needs of 15-25 Years Old Out-of-School Youths in Bauchi Metropolis
Author: Bello, M. I.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Needs,Adult Vocational Education,Foreign Countries,Vocational Education,Out of School Youth,Needs Assessment,Individual Characteristics,Gender Differences,Barriers,Questionnaires,Cluster Grouping,Demography

The main purpose of the study was to explore and describe the vocational training needs of 15-25 years old out-of-school youths in Bauchi Metropolis of Bauchi State, Nigeria. Specifically, the researchers sought to; describe their demographic characteristics, examine their vocational training needs, the influence of gender on the vocational needs, and also identify problems associated in their vocational training needs. The design for the study was survey that involved 128, 15-25 years old out-of-school youths. Since the study population frame did not exist, a cluster sampling technique was employed in the study. The cluster sample was drawn from eight wards that constitute Bauchi Metropolis. Each ward taken as a cluster. The instrument used for the study was a 16-item questionnaire, which was constructed by the researchers and validated by experts from Vocational and Technology Education Programme of Abubakar Tafawa Balewa University. Data collected were analyzed using frequency and percentage statistical tools. Finally conclusions were reached and recommendations made. (Contains 4 tables.)
An Evolving Set of Values-Based Principles for Career and Technical Education
Author: Martinez, Reynaldo L., Jr.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Change,Technical Education,Educational Principles,Educational Practices,Educational Policy,Alignment (Education),Career Education,Vocational Education,Educational Development,Literature Reviews,Values,Educational Trends,Foundations of Education

Career and Technical Education (CTE) in America continues to evolve at both the secondary and postsecondary levels. This evolution of CTE is demonstrated by changing policies and practices that are driven from new legislation and educational reform initiatives. Policies and practices should be based on accepted principles that are derived from a particular philosophic set of values. As CTE has changed, discussion regarding the principles and philosophy that gives rise and justifies these changes is absent. This article reviews the literature with regards to the evolution of educational philosophy and principles that have guided CTE policies and practices. Historically the congruency between particular philosophic values and extending principles has not been clear. Based on the literature, current trends and legislation, a philosophic view and set of values with extending principles are proposed for CTE.
A Case Study Report of a Comprehensive Benchmarking Review of the Status of Vocational Education Students in California: Building a New Relationship between Community Colleges and California State University System
Author: O'Lawrence, Henry
Date: 2007-00-00
Type: Journal Articles
Subjects: Community Colleges,Vocational Education,Benchmarking,Student Characteristics,Student Surveys,Educational Development,Individual Differences,Career Education,Questionnaires,Mail Surveys,Case Studies,Institutional Characteristics,Articulation (Education)

This pilot study served as a foundation for a statewide comprehensive review of vocational career preparation programs at the community colleges in the State of California. Los Angeles County was determined to be the primary focus of investigation. The main focus was to collect, report, and disseminate current and valid information on existing conditions and the state of affairs of vocational education students at the community colleges in California. Most importantly, study findings provided a better understanding of students in postsecondary vocational technical programs in California. The majority of the students, about 28.3%, attended community college to prepare for their first job or career, compared to 20.4% who are exploring new career areas or a different focus/track. About 12.8% were in school to update or improve their skills for their current job while a total of 23% plan to transfer to a 4-year college. The 23% who planned to transfer represent a significant number when referring to continuing education through a professional studies program utilizing AB1725 (an application for evaluation of work experience submitted to Board of Examiners for Vocational Teachers as part of requirements for the bachelor of vocational arts degree). (Contains 3 tables.)
A National Assessment of Perceived Instructional Needs for Professional Development of Part-Time Technical and Occupational Education Faculty in the Community Colleges in the U.S.
Author: Sandford, Brian A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Distance Education,Web Based Instruction,Faculty Development,College Faculty,Teaching Methods,Community Colleges,Part Time Faculty,Technical Education,Career Education,Needs Assessment,Student Characteristics,Learning Strategies,Cognitive Style,Computer Uses in Education,Teaching Skills,Classroom Techniques

The purpose of this study was to identify the perceptions of occupational education officers concerning the instructional skills professional development needs for part-time faculty members within the community colleges in the U.S. The types of instructional help part-time faculty members were perceived to need most were concentrated in the following areas: (a) identifying the learning characteristics of students; (b) alternating teaching methods to accommodate different learning styles; (c) participation in web-based instruction, and; (d) participation in distance learning. (Contains 6 tables.)
Four Key Themes in Perkins III Reauthorization: A Political Analysis
Author: Lakes, Richard D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Federal Legislation,Politics of Education,Technical Education,Vocational Education,Accountability,Alignment (Education),Competition,Educational Change,Educational Policy,Policy Analysis,Educational Legislation,Educational Objectives

The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III) has been reauthorized in the first session of the 109th Congress, but not without strong opposition from the Bush Administration and allied neoconservative school reformers. This paper will detail four neoconservative rationales--modernization, competition, alignment, and accountability--that were used by the White House in shaping future career and technical education legislation to closely mirror the goals and objectives in the No Child Left Behind Act. Counter-arguments for each rationale will be provided in order to exhibit the contested terrain of policymaking as well as clarify the partisan politics and ideological convictions of stakeholders.
Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study
Author: Gordon, Howard R. D.
Date: 2007-00-00
Type: Journal Articles
Subjects: School District Autonomy,Teacher Effectiveness,Federal Legislation,Vocational Education Teachers,Technical Education,Career Education,Educational Policy,Policy Analysis,Teacher Attitudes,School Choice,Supplementary Education,Accountability,Student Evaluation,Likert Scales

The purpose of this study was to determine how selected career and technical education teachers (CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A convenience sample was used to select thirty-seven (N = 37) career and technical education teachers from five Southern West Virginia career and technical schools. The data suggest that professional development programs provided less than adequate provisions of NCLB to selected CTE teachers. It appears that selected CTE teachers were less than cognizant that the NCLB Act does not reduce local control of schools. Comments from selected participants suggest that more emphasis should be placed on accountability of students, government, and parents. Overall, selected career and technical education teachers' perceptions toward teacher quality and parental choices appeared to be mixed. On the other hand, selected CTE teachers were more likely to support local control and assessment provisions of the NCLB Act. (Contains 1 table.)
Bridging the Gap: Linking School and the World of Work in Ghana
Author: Anamuah-Mensah, Jophus
Date: 2007-00-00
Type: Journal Articles
Subjects: Curriculum Development,Focus Groups,Foreign Countries,Career Guidance,Ethics,Education Work Relationship,Job Skills,Teacher Attitudes,Parent Attitudes,Student Attitudes,Questionnaires,Rural Areas,Urban Areas,Suburbs,Empowerment,Economic Impact,English Instruction,Mathematics Instruction,Science Instruction,Athletics,Games,Music Education,Dance Education,Vocational Education,Language Arts,African Languages,Relevance (Education),Thinking Skills,Interpersonal Competence

The study sought to find out the views of pupils, teachers and parents on the usefulness of the educational curriculum (i.e. organization, content and methodology) and co-curricular activities in the preparation of pupils for future employment. Questionnaires and focus group discussions were used in collecting data for the study across the length and breadth of Ghana from rural, semi-urban and urban areas. Parents believed educating their children could lead to their economic empowerment by getting them well-paid jobs in the future. Teachers and parents as well as pupils themselves considered English, mathematics and science as the most useful subjects to prepare pupils for future work. Similarly, parents, pupils and teachers were in agreement on sports, games, quizzes, debates and music and dance as the most preferred activities of pupils. On the other hand, subjects least preferred by pupils were named by teachers, pupils and parents as pre-technical kills, re-vocational skills and Ghanaian Languages, probably because they were considered difficult, uninteresting and lacking job relevance. Respondents--teachers, parents and pupils--felt that the ability to carry out instructions correctly, punctuality, honesty and ability to work effectively as a member of a group are attributes learners will need to be equipped with in preparation for future work. It was also proposed that such attributes as respect of authority, tolerance and regular attendance should be imbued in learners at school in preparation for work. The other attributes proposed include computational skills, problem solving skills, initiative, logical thinking, creativity, adaptability, moral integrity, self-confidence, practical skills and job-centred skills. There was total agreement among pupils, teachers and parents over the relative emphasis schools placed on the preparation for further education with its focus on academic knowledge and the pursuit of success in national examinations than life in the community with its emphasis on citizenship and development of responsible attitude to life in the community. It is recommended that much needs to be done to raise the standard of all forms of career guidance and counseling in schools. For effective linkage of the school curriculum and future workplace ethics and skills and positive attitudes at workplace, it is strongly recommended that all stakeholders of education including industry and employers should be involved in the process of curriculum development. (Contains 4 tables.)
Influence of Mentoring on Dyad Satisfaction: Is There Agreement between Matched Pairs of Novice Teachers and Their Formal Mentors?
Author: Greiman, Bradley C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Mentors,Agricultural Education,Teacher Orientation,Beginning Teachers,Role Theory,Satisfaction,Teacher Collaboration,Beginning Teacher Induction,Teacher Attitudes,Correlation,Mental Health,Questionnaires,Interpersonal Relationship,Experienced Teachers,Counseling Techniques,Friendship,Role Models

Mentoring has evolved to become a crucial aspect of support for new teachers and has become the dominant form of teacher induction. However, limited scholarly effort has compared the perceptions of dyad members for congruence and differences. The purpose of the study was to examine and compare the perceptions of novice teachers and formal mentors regarding the extent of mentoring received, and the influence that this interaction has on dyad satisfaction. Participants consisted of 30 matched-pairs of novice teachers of agricultural education and their formal mentors. Findings from the study provide empirical support for Kram's mentor role theory as it was concluded that novice teachers receive professional and psychosocial mentoring, and this was from the perspective of both dyad members. Furthermore, a positive relationship was found between novice teachers' perception of receiving professional and psychosocial mentoring and satisfaction with the mentoring relationship; however, no such relationship was found from the perception of formal mentors. (Contains 2 tables.)
Repeated-Reading-Based Instructional Strategy and Vocabulary Acquisition: A Case Study of a Heritage Speaker of Chinese
Author: Han, ZhaoHong
Date: 2010-10-00
Type: Journal Articles
Subjects: Educational Strategies,Language Research,Reading Research,Reading Fluency,Second Language Learning,Teaching Methods,Second Language Instruction,Vocabulary Development,Chinese,Heritage Education,Case Studies,Incidental Learning,Reading Instruction,Reading Comprehension

Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. The very few studies extant have, nevertheless, shown similar, albeit inconclusive, findings. The present study was an attempt to foray into a hitherto uncharted area in both first and second language research, by investigating vocabulary gains from implementing a set of repeated-reading-based pedagogical and learning procedures. Using one heritage speaker of Chinese as its subject, the study administered 20 sessions of "assisted repeated reading" over three weeks. Results indicated both intentional and incidental vocabulary gains that would not otherwise have been possible through conventional reading or vocabulary instruction. (Contains 8 tables and 1 figure.)
Examining Reading Fluency in a Foreign Language: Effects of Text Segmentation on L2 Readers
Author: Yamashita, Junko
Date: 2010-10-00
Type: Journal Articles
Subjects: Reading Fluency,English (Second Language),Second Language Learning,Reading Comprehension,Reading Rate,Japanese,Native Speakers,Reading Strategies,Cloze Procedure,Reading Tests,Language Proficiency,Foreign Countries,College Students

Grouping words into meaningful chunks is a fundamental process for fluent reading. The present study is an attempt to understand the relationship between chunking and second language (L2) reading fluency. The effects of text segmentation on comprehension, rate, and regression in L2 reading were investigated using a self-paced reading task in a moving-window condition. The participants were intermediate and advanced level Japanese EFL learners. The difficulty of chunking a text negatively affected comprehension and smoothness for the intermediate learners, while the advanced learners were able to overcome chunking difficulty. In this study, although the negative effects of chunking difficulty were observed, the positive effects of assisting chunking were not clearly detected, which was interpreted as suggesting that the relationship between chunking and reading needs to be considered in light of the complex interplay between text difficulty and different aspects of reading. (Contains 3 tables and 2 notes.)
The Effect of a Timed Reading Activity on EFL Learners: Speed, Comprehension, and Perceptions
Author: Chang, Anna C-S
Date: 2010-10-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Student Attitudes,Reading Fluency,Reading Rate,Reading Instruction,English (Second Language),Second Language Learning,College Students,Pretests Posttests,Learning Activities,Second Language Instruction,Reading Comprehension,Reading Attitudes

To develop reading fluency, a 13-week timed reading activity was integrated into a normal curriculum with the aim of improving students' reading rates. Participants were 84 college students divided into an experimental and a control group. The test instruments involved pretests and posttests on reading speed and comprehension. Students' perceptions were based on a final written report toward the end of the course activity. Results show that students doing the timed reading activity increased their reading speed on average by 29 words per minute (25%) and comprehension by 0.63 (4%). The differences across two time periods for the experimental group were statistically significant but not so for the control group. Students who did the timed reading activity became more confident in their reading and were impressed with the amount of the reading they had done without the teachers' guidance. Limitations and factors contributing to the outcome are discussed. (Contains 8 tables and 1 figure.)