ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm
Author: Stachler, Wendi Mizer
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Sustainability,Faculty Development,Academic Achievement,Vocational Education,Educational Change,Models,Science Education,Quasiexperimental Design,Pilot Projects,Experimental Groups,Control Groups,Behavior Change,Mixed Methods Research,Questionnaires,Interviews,Science Teachers,Teaching Methods,Integrated Curriculum,Data Analysis

The purpose of this study was to describe the sustainability of professional development, specifically the teacher utilization of the Science-in-CTE pedagogical model and science-enhanced agricultural education lessons in curricula one year following the Science-in-CTE pilot study. This quasiexperimental study included 41 teachers (15 treatment agricultural education, 14 control agricultural education, and 12 science) who participated in seven days of professional development in the pilot study in 2009-2010. This study was a partial replication of the Math-in-CTE follow-up study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Researchers found that a majority of the treatment agricultural education and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. However, less than 30% of the control agricultural education teachers incorporated the method or materials from the pilot study into their curricula. Findings suggest that collaborative, extended professional development is sustainable and an effective method of integrating science content into agricultural education curricula to enhance student course achievement without reducing the intent of the agricultural education program.
Identifying STEM Concepts Associated with Junior Livestock Projects
Author: Wooten, Kate
Date: 2013-00-00
Type: Journal Articles
Subjects: STEM Education,Scientific Concepts,Delphi Technique,Science Projects,Fundamental Concepts,Content Analysis,Program Content,Specialists,Focus Groups,Classification,Youth Programs,Animals,Agricultural Education

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject classrooms and real-world situations. FFA and 4-H programs are intended to provide students with hands-on learning opportunities where abstract core subject principles can be applied and more fully understood. Junior livestock projects through FFA and 4-H can provide rich connections for students between what they learn in school and how it is applied in the real world. Using a modified Delphi technique, this study identified 21 STEM concepts associated with junior livestock projects. According to the panel of experts, math and science concepts were more prevalent in junior livestock projects. Conversely, experts identified fewer technology and engineering concepts as being present within junior livestock projects. The link between science, technology, engineering, and mathematics, core subject education, and the concepts present in junior livestock projects should be emphasized in curricular and programming efforts.
Factors Related to Teachers' Intention to Leave the Classroom Early
Author: Tippens, Abby
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Persistence,Faculty Mobility,Intention,Teacher Surveys,Demography,Probability,Job Satisfaction,Teaching Conditions,Teacher Retirement,Family Life,Teacher Burnout,Correlation,Regression (Statistics),Statistical Analysis

The challenge of retaining teachers in the profession of agricultural education is a prevalent and growing problem in the United States. The purpose of this study was to determine the primary factors contributing to intention to leave the profession among Georgia agriculture teachers. Teacher-participants responded to a web-based survey which sought to determine the following: the demographics of Georgia agriculture teachers, self-perceived likelihood of leaving the profession, job satisfaction as it relates to working conditions, and contributing factors to self-perceived likelihood of leaving the profession. Respondents were generally satisfied with their jobs, and the majority of teachers planned to remain in the profession. Differences were identified between genders in the area of job satisfaction and self-perceived likelihood of leaving their current position. Teachers were most likely to leave the profession because of retirement, family, and commitments to children. Teachers were most dissatisfied because of burnout.
The Evaluation of Multicultural Teaching Concerns among Pre-Service Teachers in the South
Author: Vincent, Stacy K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teacher Education,Preservice Teachers,Multicultural Education,Required Courses,Effect Size,Consciousness Raising,Cultural Awareness,Student Characteristics,Student Attitudes,Student Surveys,Questionnaires,Cultural Differences,Statistical Analysis,Geographic Regions

This descriptive, causal-comparative study of pre-service agriculture education teachers (N = 438) enrolled in universities (n = 31) throughout the south sought to determine a difference in multicultural teaching concern. Variables in the study consisted of pre-service teachers with/without a multicultural education requirement, and pre-service teachers with a multicultural education requirement that is taught by an agriculture teacher educator. Results show a negligible effect size in teaching concern between pre-service teachers who have a multicultural education course requirement and pre-service teachers that do not. However, significant differences exist in teaching concern when an agricultural education teacher educator taught the multicultural education course. With the theory of Gay and Kirkland's (2003) theory of cultural critical consciousness and self-reflection, the researchers provided recommendations for teacher educators, practicing teachers, organizations affiliated with agricultural education, and preservice teachers.
What a Degree in Agricultural Leadership Really Means: Exploring Student Conceptualizations
Author: Moore, Lori L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Leadership,Leadership Responsibility,Educational Benefits,Educational Attitudes,Relevance (Education),Student Attitudes,Undergraduate Students,Introductory Courses,Qualitative Research,Student Surveys,Leadership Training,Academic Degrees,Content Analysis

While the leadership component has been proven to be beneficial to agricultural education departments and they attract a wide variety of students, the notion that leadership is taught within a department of agricultural education still seems to be puzzling to some people. The purpose of this study was to explore how students pursuing a degree in Agricultural Leadership and Development at Texas A&amp;M University have constructed knowledge about their degree. Students (n = 85) enrolled in a one-hour introductory course for Agricultural Leadership and Development majors reflected on their understanding of their degree program which resulted in three themes: what it is, what they will get out of it, and how they will use it. Students reported their degree in leadership would offer them many benefits including tools to be successful both professionally and personally, and prepare them for a variety of careers both within and outside the agricultural industry. Knowing students' perceptions of their leadership degree is a step in the right direction to making sure we are creating the image we want to have of our degree programs and are correctly conveying the importance of soft skills in the 21st century workplace.
The Role of Collaboration in Secondary Agriculture Teacher Career Satisfaction and Career Retention
Author: De Lay, Ann M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Collaboration,Job Satisfaction,Teacher Persistence,Socialization,Phenomenology,Experienced Teachers,Secondary School Teachers,Teacher Attitudes,Qualitative Research,Semi Structured Interviews

The teaching profession is not without its share of challenges. Many teachers enter the professional ranks only to immediately search for the nearest exit. Teacher socialization has been shown to improve teachers' professional outlooks, slowing the exodus. In this phenomenological study, nine interviews were conducted with three experienced, mid-career, secondary agriculture teachers. Two questions guided the research: How do experienced secondary agriculture teachers (1) perceive and (2) experience the role of teacher collaboration in their career satisfaction and retention? Findings suggest professional collaboration had a positive impact on teachers' career satisfaction, lessening the impact of challenges related to dissatisfaction and leading to greater retention.
Focusing on the Future: Understanding Faculty Intent to Lead the Land Grant System
Author: Lamm, Alexa J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Futures (of Society),Land Grant Universities,College Faculty,Leadership Role,Educational Resources,Higher Education,Agricultural Education,Leadership Training,Volunteers,Predictor Variables,Networks,Teacher Attitudes,Regression (Statistics),Likert Scales,Attitude Measures,Capacity Building,Scores,Behavior Theories,Statistical Analysis

Many outside influences are altering higher education including a decline in resources, changes in student demographics, the impacts of technology, and the shift to an information age. The need for faculty members to become leaders that can handle swift changes to the culture of Colleges of Agriculture within the land-grant system are needed now more than ever. Recognizing the need, colleges and universities have devoted valuable resources to developing future leaders through leadership training. While administrators who see leadership potential often nominate participants of leadership programs, little is known about why individuals choose to volunteer for leadership roles or emerge as leaders. Using the theory of planned behavior, this research explored how attitudes towards leadership training, subjective norms surrounding leadership, and perceived behavioral control over engaging in leadership related to and predicted intent to volunteer for a leadership role. Control, especially over one's perceived amount of time to develop leadership skills, was the only significant predictor of intent. Recommendations included organizational assistance in the creation of capacity that will allow the faculty member to focus on developing their leadership skills as well as the creation of a support network for the faculty member once they have completed training.
Quantitative Theoretical and Conceptual Framework Use in Agricultural Education Research
Author: Kitchel, Tracy
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Statistical Analysis,Models,Action Research,Research Methodology,Educational Research,Theories

The purpose of this philosophical paper was to articulate the disciplinary tenets for consideration when using theory in agricultural education quantitative research. The paper clarified terminology around the concept of theory in social sciences and introduced inaccuracies of theory use in agricultural education quantitative research. Finally, some specific theory uses were outlined. This philosophical paper purported that theory in quantitative research in agricultural education should be used to: (1) help develop or guide a program, through which aspects of the program itself are researched; (2) define or prescribe how a variable is measured; (3) test middle-range or substantive theories; and (4) articulate and provide rationale behind the relationships between or among variables. A clear delineation for theory use in quantitative research potentially serves the profession to focus more clearly on investigating quality, in-depth, research problems communicable to broader contexts.
Examining the Blogging Habits of Agricultural Leadership Students: Understanding Motivation, Use, and Self-Efficacy
Author: Bumguardner, Kalee M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Undergraduate Students,Majors (Students),Leadership Training,Student Journals,Electronic Journals,Social Media,Student Motivation,Self Efficacy,Use Studies,Users (Information),Writing (Composition),Expectation,Intention,Correlation,Educational Benefits,Usability,Learner Engagement,Technology Uses in Education,Statistical Analysis,Rating Scales

Blogging is a form of social media and student engagement is at the center of blogging. The benefits of blogging include ease in making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The unified theory on the acceptance and use of technology and self-efficacy were used as the framework for the study. This study sought to explore agricultural leadership students' motivations for blogging in writing intensive courses. Effort expectancy, performance expectancy, and behavioral intention were significantly correlated with self-efficacy. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit in order to encourage student acceptance. Improved preparation of agricultural leadership instructors to include blogging in writing intensive courses may improve student engagement and learning, and increase our academic discipline's knowledge of approaches that influence the practice of technology diffusion.
Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs
Author: Masser, Douglas T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Advisory Committees,Program Implementation,Secondary Education,Teacher Attitudes,Educational Planning,Questionnaires,Statistical Analysis,Rating Scales,Barriers

Advisory councils are community-specific and are major components of agricultural education programs. This descriptive study was conducted to further strengthen what is known about advisory councils and provide a basis for continued improvement in local programs. The specific purpose of the research study was to describe how Idaho agricultural education teachers perceived and used agricultural education advisory councils. Findings included that 90% (n = 85) of Idaho agricultural education programs currently had an advisory council. Overall, respondents had positive perceptions of advisory councils, but felt that the opportunity exists for the advisory council to have more influence on the program. The notion that the agriculture teacher is the leader of the program's advisory council was also expressed. Future research is recommended to investigate the barriers to increasing the advisory council's influence and ways to enhance the role of the advisory council in the program. In addition, professional development programs that share best practices on advisory councils should be developed to assist teachers in increasing the effectiveness of their local program advisory councils.
Constraints in Implementation of HIV and AIDS Curriculum Integration in Primary Schools in Bungoma County, Kenya
Author: Mbach, Florence
Date: 2016-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Health Education,Curriculum Implementation,Elementary School Curriculum,Elementary School Students,Elementary School Teachers,Questionnaires,Interviews,Observation,Focus Groups,Surveys,Administrators,Barriers,Statistical Analysis,Educational Resources,Foreign Countries

Education was identified as the critical means of achieving behaviour change in and out of the classroom in order to prevent and mitigate the spread of HIV and AIDS among the youth. This study sought to investigate the constraints during HIV and AIDS curriculum implementation, the study was guided by social cognitive approach theories, survey and evaluation research designs. The study population constituted all class eight pupils, teachers, head teachers, teacher counsellors, quality assurance and standards officers of the Ministry of Education. Both multi-stage cluster sampling and purposive sampling procedures were used to select the sample. Primary data was collected using structured questionnaires, interview schedule, observation checklist and Focus Group Discussion. Secondary data was collected from documented information on HIV and AIDS curriculum integration programme. The established that Constraints facing implementation of HIV and AIDS curriculum integration program in primary schools included lack of adequate teaching and learning resources, financial constraint, ignorance on the part of pupils, inadequate resources, lack of motivation for teachers, Lack of adequate teaching materials, lack of adequate time, negative attitude, stigma, understaffing and wide curriculum. The study recommends that the ministry of education should provide adequate teaching and learning materials for HIV and AIDS education for effective implementation of the integration in the curriculum in primary schools. Relevant infrastructure, such as electricity should be provided so that learners can be able to use facilities such as audiovisual materials. There is also need for teachers to attend in-service training to be more equipped in teaching HIV and AIDS. This will increase their knowledge base and help curb against misconceptions on HIV and AIDS.
Successful Supervised Agricultural Experience Programs as Defined by American FFA Degree Star Finalists
Author: Rubenstein, Eric D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Success,Work Experience Programs,Agricultural Education,Qualitative Research,Comparative Analysis,Best Practices,Program Effectiveness,Program Evaluation,Participant Characteristics,Focus Groups,Goal Orientation,Learner Engagement,Career Planning,Partnerships in Education,Income,Need Gratification,Competition,Awards,Individual Development

Within school-based agricultural education, supervised agricultural experience (SAE) programs remain an integral component of the total program. However, researchers have reported that SAE programs lack focus and direction. Furthermore, SAE programs lack a current definition of successful SAE programs. This study was conducted utilizing qualitative research methods to examine American FFA Degree Star Finalists definition of successful SAE programs. The data were analyzed using the constant comparative method and found seven components of successful SAE programs. Those components were: goal planning/ learning/career planning, utilization of program partners, income from SAE program, personal satisfaction, FFA participation, awards, and degree structure, hard work/personal growth, and complete records. The researchers concluded that learners should plan personal SAE goals, involve program partners in their SAE programs, be involved in the National FFA Organization, obtain monetary benefits, and complete accurate records. Therefore, practicing agriculture teachers should examine their current SAE instructional practices to ensure that SAE programs be based on the learners interest and provide support for a learner's personal, academic, and career goals.
An Examination of the Learning Activities, Cognitive Level of Instruction, and Teacher Immediacy Behaviors of Successful Instructors in a College of Agriculture
Author: Estepp, Christopher M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Activities,Cognitive Ability,Teacher Behavior,Agricultural Education,Instructional Effectiveness,Lecture Method,Teaching Methods,Educational Practices,Classroom Observation Techniques,Lesson Observation Criteria,Teacher Effectiveness,Protocol Analysis,Protocol Materials,College Faculty,College Science,Case Studies

The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning environment that includes a variety of learning activities that reach higher levels of cognition. The purpose of this study was to observe instructors in a college of agriculture who have been deemed successful and examine their teaching behaviors. This study investigated the learning activities used by these instructors, the cognitive level of instruction, and the teaching immediacy behaviors employed. Results revealed that these successful instructors use lecture a majority of the time; however, they also employ a variety of learning activities, such as cooperative learning, discussion, questioning, and individualized application. Additionally, these instructors teach mostly at lower cognitive levels, except when using cooperative learning. Furthermore, results showed that these successful instructors exhibit a moderate number of positive teaching immediacy behaviors.
Internet Addiction and Its Relationship with Self-Efficacy Level among Al-Hussein Bin Talal University Students
Author: Alrekebat, Amjad Farhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Gender Differences,Correlation,Addictive Behavior,Internet,Questionnaires,Academic Achievement,College Students,Foreign Countries,Student Attitudes,Measures (Individuals)

The aim of this study was to identify the Internet addiction and its relationship to self-efficacy level among Al-Hussein Bin Talal University students. The study sample consisted of 300 female and male students, who were selected randomly. The participants completed a questionnaire that consisted of two scales: Internet addiction which was prepared particularly for this study and self-efficacy which was developed by Radhwan (1997). The results showed that there was a weak correlative relationship between Internet Addiction degree and Self-Efficacy level. In addition, the results indicated that Internet addiction and self-efficacy were affected by gender (it was higher among male students than female students). Finally, the results showed that there were no differences on both scales (Internet addiction and self-efficacy) based on the participants' academic achievement levels.