ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptations for English Language Learners: Differentiating between Linguistic and Instructional Accommodations
Author: Pappamihiel, N. Eleni
Date: 2016-11-00
Type: Journal Articles
Subjects: English Language Learners,Validity,Teaching Methods,Academic Achievement,Mainstreaming,Classroom Techniques,English (Second Language),Second Language Learning,Instructional Design,Teacher Attitudes,Self Efficacy,Nonstandard Dialects,Language Teachers,Elementary School Teachers,Elementary School Students,Online Surveys,Teacher Surveys

While many teachers and teacher educators in the United States K-12 system acknowledge that the English language learners (ELLs) in our schools need modifications and accommodations to help them succeed in school, few attempt to parse out how different types of accommodations may affect learning in the mainstream classroom, specifically linguistic and instructional accommodations. In this study, 156 ESL (English as a second language) and mainstream teachers were asked about their knowledge of and level of self-efficacy concerning linguistic and instructional accommodations. Results showed that, while most participants acknowledged that the distinction is important, many were not comfortable defining or implementing these specific types of accommodations. This article is an attempt to examine how mainstream teachers feel about these two different types of accommodations needed by ELLs. The authors attempt to examine how teachers view both instructional and linguistic accommodations and establish surface level validity for this distinction and document the need for teachers, especially mainstream teachers, to be aware of and actively design lessons that include these separate accommodations.
Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables
Author: Marx, Adam A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Undergraduate Students,Learner Engagement,Teacher Student Relationship,Classroom Environment,Classroom Communication,Class Size,Predictor Variables,Proximity,Inclusion,Large Group Instruction,Small Group Instruction,Teacher Behavior,Correlation,Questionnaires,Likert Scales,Factor Analysis

The purpose of this study was to examine the relationship between undergraduate student course engagement and several independent variables. Total participants included 300 (N) undergraduate students. Students completed three instruments measuring course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. It was concluded that class size and teacher verbal immediacy significantly predicted student course engagement. Classes under 30 students significantly influenced factors of engagement. The unique influence of immediacy behaviors supported the researchers' assertions coupled with previous research (Frymier &amp; Houser, 2000; van Uden, Ritzen, &amp; Pieters, 2014; Zepke &amp; Leach, 2010). College teachers should be aware of the role immediacy behaviors play in student engagement within their classrooms. Teachers who demonstrate energy and concern for student learning through being inclusive, encouraging, and clearly communicate expectations can positively influence student engagement in the classroom. Restructuring large courses into smaller working groups could facilitate the opportunity for teachers to approach students more directly and personally. Future research should use observations to assess student behaviors comparing perceived engagement in the classroom. Quantifying the frequency of teacher immediacy behaviors alongside student perceptions could provide context for teacher behaviors. Qualitative studies around factors of engagement could provide context to the cognitive processes behind student behaviors.
&quot;Good&quot; Language Teachers: Divergent Perspectives
Author: Chang, Lilian Ya-Hui
Date: 2016-11-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Role,Teacher Attitudes,Comparative Analysis,Semi Structured Interviews,Teacher Characteristics,Foreign Countries,Questionnaires,Student Attitudes,Group Dynamics,Likert Scales,Learning Experience,College Faculty,Undergraduate Students,Teacher Effectiveness,Asians

Teachers assume several key roles in the language classroom. Because any one teacher is unlikely to possess the full range of characteristics suggested in the literature, it is vital to explore what individual class groups of learners believe are the characteristics most beneficial to their language learning. This study therefore explored their perspectives on good language teachers and compared them with those of the classroom teacher. Two language teachers and their class groups from a language college in Taiwan participated in this study. Results from a student questionnaire with data from semi-structured teacher interviews were collated to discover points of agreement and divergence. This study hopes to provoke teachers to engage in a stimulating discussion with their class groups on the agreements and divergences in conceptualizations regarding the characteristics of good language teachers.
Promoting Self-Directed Revision in EFL Writing Classes
Author: Coomber, Matthew
Date: 2016-11-00
Type: Journal Articles
Subjects: Writing (Composition),Revision (Written Composition),Quasiexperimental Design,College Students,Essays,Feedback (Response),Public Speaking,Grammar,Workshops,Check Lists,Control Groups,Experimental Groups,Comparative Analysis,Program Effectiveness,English (Second Language),Second Language Learning,Foreign Countries

Second language writers need to develop the ability to revise their writing independently of third party advice; thus, it is important that teachers devise methods by which to promote habits of self-directed revision. This quasi-experimental study investigates three classroom activities designed to encourage students to independently revise essays prior to receiving teacher feedback. One class of second-year Japanese university students revised the first draft of an essay after completing the following activities: 1) an oral presentation of essays; 2) a grammar workshop; and 3) a 20-point checklist. A second class was designated as a control group and revised their essays with no additional input. Teacher feedback was provided on the second drafts in the same way to each group. It was found that the treatment group made almost three times as many revisions to their first drafts. This group's revisions were also more successful, with 80% having improved on the first drafts, compared to 66% of those made by the control group. However, on the teacher-reviewed second drafts, the majority of revisions derived from teacher feedback; less than 15% of revisions made by both groups were self-directed.
Ways of Knowing, Sharing, and Translating Agricultural Knowledge and Perspectives: Alternative Epistemologies across Non-Formal and Informal Settings
Author: Mars, Matthew M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Epistemology,Informal Education,Literacy,Qualitative Research,Grounded Theory,Information Dissemination,Semi Structured Interviews,Observation,Holistic Approach,Adult Learning,World Views,Models,Prior Learning,Educational Background,Family Characteristics,Cultural Influences,Experiments

The mainstream agricultural literacy movement has been mostly focused on school-based learning through formal curricula and standardized non-formal models (e.g., FFA, 4-H). The purpose of the current study is to qualitatively explore through a grounded theory approach, the development, sharing, and translation of diverse forms of agricultural knowledge and perspectives among adult learners within informal and non-formal learning settings. Data collected through interviews with and naturalistic observation of agricultural practitioners with diverse personal and professional backgrounds are used to guide the development of a holistic agricultural epistemology framework. Based on this framework, we argue the scope of the agricultural literacy movement should be expanded to better account for more diverse sets of learners (e.g., adults), worldviews (e.g., local food production and consumption), and curricular models and settings (e.g., informal and non-formal).
The American Association for Agricultural Education: Our Powerful Professional Organization Made Up of Remarkable Faculty Members
Author: Thompson, Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Professional Associations,College Faculty,Group Membership,Participant Characteristics,Integrity,Professionalism,Reputation,Success,Work Ethic,Stress Management,Teacher Characteristics,Professional Identity

Dr. Gregory Thompson presented the 2015 AAAE [American Association for Agricultural Education] Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in San Antonio, Texas in May, 2015. The article is a philosophical work based upon the author's experiences in the agricultural education profession.
Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety
Author: Lawver, Rebecca G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Needs Assessment,Student Projects,School Community Programs,Teacher Attitudes,Teacher Participation,Safety Education,Outreach Programs,Faculty Development,Educational Needs,Supervision,Supervisory Methods,Teacher Characteristics,Student Characteristics,Teacher Surveys,Secondary School Curriculum

This descriptive survey research study sought to gather evidence of school-based agriculture teachers' perceptions of community supervisor involvement with supervision and planning of students' Supervised Agricultural Experience (SAE) work activities and safety training professional development needs. Responding teachers indicated they agreed to strongly agreed that secondary agricultural education teachers were highly involved in planning (90.5%, f = 208), student SAE projects but were in less agreement that parents (57.6%, f = 133), and employers (45.0%, f = 104) were highly involved in planning students' SAE projects. Teachers were more in agreement that parents (62.6%, f = 144) and employers (68.8%, f = 159) were highly involved in supervising students' SAE projects. The professional development topic with the lowest level of agreement (58.5%) was preparing safety guidelines for SAE programs. Other safety related professional development topics of interest from teachers included chain saw safety, greenhouse safety, ladder safety, and processing equipment. Agricultural education professionals should implement community outreach seminars and curriculum to support teachers' professional development in engaging community stakeholders to assist teachers with improving safety conditions for student workers. Additional professional development may be dedicated to technical safety training targeted for specific production agriculture hazards. Recommendations for further research are discussed.
Benefits of Career Development Events as Perceived by School-Based, Agricultural Education Teachers
Author: Lundry, Jerrod
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Benefits,Career Development,Faculty Development,Delphi Technique,Teacher Attitudes,Vocational Education,Skill Development,Job Skills,Career Choice,Rating Scales,Job Training

Agriculture is the nation's largest employer with more than 24 million people working in some phase of the agricultural industry; however, the knowledge and skills needed in today's agricultural industry are lacking. Assuring future generations are agriculturally literate and taught the significance of agriculture is crucial. Systematic delivery of the secondary agricultural education program has the potential to highlight mathematics and science through classroom and laboratory instruction, provide hands-on work experiences, and develop life skills that will help students discover their career paths. Through Career Development Events (CDEs), agricultural education programs have the potential to prepare students for more than 300 careers in the science, business, and technology of agriculture. However, school-based, agricultural education teachers and students may not understand fully the technical and non-technical skills learned through CDEs. A Delphi approach was used in this study to identify benefits of CDEs, as perceived by school-based, agricultural education teachers in Oklahoma. Findings revealed teachers perceived CDEs supported the mission of career and technical education through students' attainment of valuable career and life skills that are beneficial for employment in the agricultural industry; less agreement, however, existed about CDEs leading students to make career choices.
A Nationwide Assessment of the Scope and Impact of Agricultural Leadership Education
Author: Velez, Jonathan J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership Training,Educational Opportunities,Majors (Students),Specialization,Undergraduate Study,Graduate Study,Enrollment,Statistical Analysis,Geographic Regions,Online Surveys

Agricultural leadership education is an important component of agricultural education programs across the country; yet, a national study of the scope and types of programs offered has not been conducted since 2003. The purpose of the current study was to provide national and timely data regarding the scope and type of opportunities offered in agricultural leadership education. Of the 56 responding institutions, 41 indicated offering agricultural leadership education opportunities. The types of opportunities offered include leadership majors, minors, options, foci, industry programs, graduate student programs, undergraduate programs, and leadership courses. Leadership courses and minors were identified as the two agricultural leadership education opportunities with the highest student enrollment, serving an estimated 7,904 and 1,581 students respectively. Leadership minors were also found to serve the highest proportion of students outside of colleges of agriculture. Responding faculty members in agricultural leadership education perceived the continued growth of leadership opportunities within their institution. Additionally, the majority of responding faculty identified moderate to substantial support for their agricultural leadership education endeavors from their home department, university colleagues, and the agriculture industry.
&quot;You've Always Got Challenges&quot;: Resilience and the Preservice Teacher
Author: Thieman, Erica B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Resilience (Psychology),Agricultural Education,Phenomenology,Semi Structured Interviews,Secondary Education,Experience,Beliefs,Student Attitudes

Agricultural educators hold a position that bears much responsibility to many different stakeholders and is accompanied by many forms of stressors, making a high level of resilience particularly essential to this group (Anderson, Kitchel, &amp; Thieman, 2012; Croom, 2003; Straquadine, 1990; Torres, Lambert, &amp; Lawver, 2009; Walker, Garton, &amp; Kitchel, 2004). Agricultural educators continue to be in short supply in relation to demand and especially in the early years high attrition rates plague the profession (Kantrovich, 2007). The purpose of this phenomenological study was to describe teacher resilience of pre-service high school agricultural educators. The population studied was ten pre-service agricultural education teachers in their last year of coursework in agricultural education at the University of Missouri. The themes exposed include: youth experiences are a key component toward reflection on resilience, the uncertainty of the reality of the job could counter resilience, and belief that &quot;doing a good job&quot; is key to resilience in teaching. Recommendations for practice and theoretical questions for teacher educators to discuss are provided.
Does the Number of Post-Secondary Agricultural Mechanics Courses Completed Affect Teacher Competence?
Author: Byrd, Alex Preston
Date: 2015-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Agricultural Engineering,Teacher Competencies,Agricultural Education,Teacher Education Programs,Preservice Teachers,Teacher Education,Research Methodology,Statistical Analysis,Correlation,Professional Development

Preparing teachers to teach agricultural mechanics is a difficult task since many topic areas are included in the curriculum. This study examines the effect of the number of college courses taken on a teacher's perceived competence to teach agricultural mechanics. Agricultural education teachers in Iowa ranked themselves according to their perceived, individual competence in 54 skill areas associated with agricultural mechanics curricula. Respondents also indicated the number of agricultural mechanics courses they completed in their teacher preparation program. Teachers who completed one or no courses had low to slight perceived level of competence while teachers who took two or more courses identified a moderate level of perceived competence in agricultural mechanics. Teachers indicating six or more classes completed exhibited a high-perceived competence. A positive correlation was identified between courses completed and perceived competence as the more courses taken the higher the self-perceived competence level of the teacher. To develop the competence of pre-service agricultural education teacher candidates it is recommended to examine the current agricultural mechanics curricula in teacher preparation programs. It is further recommended that professional development be offered in areas identified by agricultural education teachers as having low perceived competence.
Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher
Author: Smalley, Scott W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teacher Attitudes,Student Teachers,Teaching Experience,Agricultural Education,Teacher Education Programs,School Community Relationship,Adult Education,Teaching Skills,Relevance (Education),Instructional Development

The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North Central Region of the American Association for Agricultural Education (NC-AAAE). The findings shed light on student teachers' perspectives regarding the relevance of student teaching activities. Student teachers considered the activities associated with the eight constructs in this study relevant or very relevant. Future research should determine if all teacher preparation programs require similar student teaching experiences. Little is known about how student teaching experiences are reviewed and how recommendations are handled at each teacher preparation institution. This study provides feedback to university agricultural education student teaching coordinators regarding the skills and activities student teachers believe are relevant to their capstone student teaching experience.
The Cultural Adaptation Process during a Short-Term Study Abroad Experience in Swaziland
Author: Conner, Nathan W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Study Abroad,Acculturation,Undergraduate Students,Student Adjustment,Global Approach,Student Attitudes,Student Journals,Cultural Differences,Barriers,Cultural Awareness,Student Development,Case Studies

Globalization continuously shapes our world and influences post-secondary education. This study explored the cultural adaptation process of participants during a short-term study abroad program. Participants experienced stages which included initial feelings, cultural uncertainty, cultural barriers, cultural negativity, academic and career growth, feelings throughout the program, and cultural growth. The findings from this study should be used to design and implement short-term study abroad programs that infuse cultural learning with academic learning and focus on experiential learning practices.
Science Integrating Learning Objectives: A Cooperative Learning Group Process
Author: Spindler, Matt
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Science Education,Secondary Education,Teaching Methods,Cooperative Learning,Program Effectiveness,Secondary School Teachers,Classification,Cognitive Processes,Group Activities,Interdisciplinary Approach,Case Studies,Objectives

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary agriculture programs. The objectives of the study were to determine if CLGs were an effective means for increasing: a) the number of science integrating learning objectives utilized in agriculture courses; and b) the number of science integrating learning objectives that require higher levels of cognitive processing in agriculture courses. Overall, the findings revealed that the CLG process lead to an increase in the total number of science integrating learning objectives and an increase in the number of science integrating learning objectives that require higher levels of cognition. Matched-sample t tests revealed that the increases in the number of science integrating learning objectives and objectives that require higher levels of cognition were statistically significant. It is recommended that researchers investigate methods for improving the specification, revision, and implementation of science integrating learning objectives used to guide student learning experiences in secondary agricultural programs of study.
Do What Is Important
Author: Flowers, James L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Competencies,Teacher Characteristics,Religion,Family Influence

Dr. James L. Flowers presented the 2014 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Salt Lake City, Utah in May, 2014. The article is a philosophical work based upon the author's experiences in the agricultural education profession.
An Appreciative Inquiry Approach to Evaluating Culture, Structure, and Power in Agricultural Teacher Education Program Reform
Author: Anderson, James C., II.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Education Programs,Educational Change,Inquiry,Case Studies,Land Grant Universities,School Culture,Power Structure,Content Analysis,Faculty Recruitment,Teacher Persistence,Teacher Educators,Teacher Education Curriculum,Teacher Certification,Professional Development,Student Recruitment,Models

This case study outlines an appreciative inquiry approach to program reform using an agricultural teacher education program at a land-grant university that had begun to suffer from a large decline in student enrollment. Documents were analyzed that provided recommendations toward a master plan for reform made by 23 key agents based on their evaluation of culture, structure, and power within the existing program. The key agents were identified using a conceptual model called the Agricultural Education Networked Learning Circle for Teacher Preparation (AENLC). The documents outlined recommendations in five areas: (1) faculty recruitment and retention; (2) courses and curriculum; (3) certification options; (4) student professional development; and (5) student recruitment. The recommendations were consistent with the literature and the study provided empirical evidence on the practicality of using appreciative inquiry and the conceptual model in creating and leveraging social capital toward teacher education program reform or renewal.