ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends Affecting Ohio State University Extension in the 21st Century and the Implications for Human Capital
Author: Cochran, Graham R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Extension Education,Extension Agents,Human Capital,Trend Analysis

Research with a diverse array of organizations in the public and private sectors has documented a common set of trends affecting organizations and their human capital in the 21st century. Similar trends have been identified as important for Extension organizations and the Cooperative Extension System. It is important to determine if such trends identified over the past 20 years remain current, or if new trends have emerged. Moreover, trends and their implications need to be described in sufficient detail to serve as a basis for action. The purpose of this study was to identify and describe current trends affecting Ohio State University Extension and the implications of those trends for the work of Extension professionals. The study was designed as action research with a series of highly participatory approaches to engage employees in defining, refining, and validating a list of trends and their implications. Mixed methods were used with an emphasis on qualitative approaches. The findings from this study consist of five trends and seven implications for Extension work, which are identified and described. (Contains 1 table.)
Effects of Inquiry-Based Agriscience Instruction and Subject Matter-Based Instruction on Student Argumentation Skills
Author: Thoron, Andrew C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Teaching Methods,Persuasive Discourse,Statistical Analysis,Scientists,Student Attitudes,Quasiexperimental Design,Instructional Effectiveness,Inquiry,Agricultural Education,Secondary School Students,Statistical Significance,Control Groups,Experimental Groups,Student Characteristics,Teacher Characteristics,High School Students

The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student argumentation skills. Argumentation is defined as the student's ability to establish a claim, provide a rationale for steps taken, provide and justify data, recognize alternate conclusions, and provide evidence why the conclusion is correct or the best solution. Developing argumentation skills can aid in developing the next generation of scientists, and help individuals who are not scientists, distinguish evidence from bias. This quasi-experimental study investigated the effect of two teaching methods on student argumentation skills. Inquiry-based instruction was compared to the subject matter approach in 15 agriscience education classes in seven secondary schools across the United States. Univariate analysis of covariance, detected a statistically significant difference between groups on argumentation skills. Those students taught through inquiry-based instruction had higher argumentation skill than students taught through the subject matter approach. (Contains 4 tables and 1 figure.)
Factors Influencing or Discouraging Secondary School Students' FFA Participation
Author: Phelps, Kirstin
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Participation,Secondary School Students,Agricultural Education,Recruitment,Questionnaires,Interviews,Focus Groups,Leisure Time,Student Organizations,Case Studies

Modern adolescents are faced with a variety of choices regarding how to spend their free time. As recruitment and increased student participation continues to be a major priority of the National FFA Organization, it is essential to explore the reasons why students make the choice to become or not to become a member of FFA. This study was a part of a larger, collective case study of members and non-members in school-based agricultural education programs located in ten small town, rural, and urban fringe schools across Illinois. The purpose of the study was to explore what influences students' decision to join or not join the National FFA Organization. Students in this collective case study participated in semi-structured focus group interviews, individual interviews, and completed questionnaires. Four themes emerged as reasons to join FFA and three themes emerged as major reasons non-members elected not to participate in the FFA. Implications and recommendations concerning marketing of and recruitment for FFA programs were discussed. (Contains 3 figures.)
Instructor Verbal and Nonverbal Immediacy and the Relationship with Student Self-Efficacy and Task Value Motivation
Author: Velez, Jonathan J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Motivation,Self Efficacy,Nonverbal Communication,Effect Size,Verbal Communication,College Students,Correlation,Agricultural Education,Measures (Individuals),Likert Scales,Predictor Variables,Task Analysis,Student Surveys,Questionnaires

This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self-efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self-efficacy and task value motivation. Results showed a significant positive relationship between verbal immediacy and self-efficacy (r = 0.334), nonverbal immediacy and self-efficacy (r = 0.209), verbal immediacy and task value (r = 0.234), and nonverbal immediacy and task value (r = 0.152). Based on the list of effect size descriptors for the magnitude of a correlation, developed by Hopkins (1997), the effect sizes between self-efficacy and verbal immediacy were considered moderate. The effect sizes between nonverbal immediacy and self-efficacy, and between verbal immediacy, nonverbal immediacy, and task value were considered small. Results indicated 11% of the variance in self-efficacy was explained by the verbal immediacy of teachers, and four percent of the variance in self-efficacy was explained by nonverbal immediacy. Specific to task value, six percent of the variance was explained by verbal immediacy and two percent by nonverbal immediacy. Results are discussed in light of the theoretical underpinnings and recommendations made for continued research. (Contains 1 table.)
Agricultural Education Early Field Experience through the Lens of the EFE Model
Author: Smalley, Scott W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Field Experience Programs,Teacher Education,Cooperating Teachers,Teacher Education Programs,Preservice Teachers,Surveys

The purpose of this national study was to describe agricultural teacher education early field experience (EFE) practices using the EFE model. The population for this study was all agricultural education teacher preparation programs (N = 83) listed in the AAAE Directory of University Faculty in Agricultural Education. Data were collected via an online survey sent to a single point of contact (i.e., the agricultural teacher education coordinator) at each institution. For this study, EFE was defined as all field experiences that occur prior to student teaching; the experiences could be offered within or outside of the agricultural education curriculum. Programs required a minimum number of contact hours and a minimum number of lessons to be taught while in the field. The most common forms of assessment were the university supervisor's review of documents, cooperating teacher signatures, reflective writing, and student journaling. This study has implications for agricultural teacher education programs that are planning to evaluate or revamp their current EFE programs. Developing consistency across programs will provide a better experience for all students involved in agricultural education EFE. (Contains 6 tables and 1 figure.)
Building Rural Communities through School-Based Agriculture Programs
Author: Martin, Michael J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agriculture,Rural Areas,Interaction,Grounded Theory,Community Development,Counties,Rural Schools,Fund Raising,Agricultural Education,Interviews,Observation,Interpersonal Relationship,School Community Relationship,High School Students,High Schools,Social Capital

The purpose of this study was to develop a substantive theory for community development by school-based agriculture programs through grounded theory methodology. Data for the study included in-depth interviews and field observations from three school-based agriculture programs in three non-metropolitan counties across a Midwestern state. The substantive theory that emerged was that school-based agriculture programs can have a positive impact on the social connections among a small group of community members and students. Social connections among community members and students were reinvested back into the program in the form of fundraising and student interaction. The reinvestment of resources helps individual students in the agriculture program, especially students who are destined to leave the community for higher education. (Contains 2 figures.)
Teachers' Use of Agricultural Laboratories in Secondary Agricultural Education
Author: Shoulders, Catherine W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Experiential Learning,Agricultural Education,Teacher Attitudes,Science Laboratories,Secondary School Curriculum,Problem Solving,Science Process Skills,Barriers,Delivery Systems,Access to Education,Use Studies,Teacher Characteristics,Teaching Methods,Educational Practices,Technology Uses in Education

Trends in the agriculture industry require students to have the ability to solve problems associated with scientific content. Agricultural laboratories are considered a main component of secondary agricultural education, and are well suited to provide students with opportunities to develop problem-solving skills through experiential learning. This study serves to examine the current availability and use of agricultural laboratories in secondary agricultural education, as well as their relationship to teacher perceptions regarding student learning, preparation requirements, and barriers to their use. Findings indicate that while many facilities are available and frequently used during instruction, teacher perceptions of student learning, preparation requirements, and barriers vary by facility. (Contains 10 tables and 2 figures.)
A Multi-State Factor-Analytic and Psychometric Meta-Analysis of Agricultural Mechanics Laboratory Management Competencies
Author: McKim, Billy R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Engineering,Agricultural Machinery,Agriculture,Psychometrics,Laboratories,Factor Analysis,Meta Analysis,Benchmarking,Secondary School Teachers,High Schools,Teacher Attitudes,Self Efficacy,Measures (Individuals),Statistical Analysis,Reliability,Needs Assessment,Competence

For more than 20 years, the 50 agricultural mechanics laboratory management competencies identified by Johnson and Schumacher in 1989 have served as the basis for numerous needs assessments of secondary agriculture teachers. This study reevaluated Johnson and Schumacher's instrument, as modified by Saucier, Schumacher, Funkenbusch, Terry, and Johnson (2008), to reduce the number of competencies and update the constructs of agricultural mechanics laboratory management competencies through factor-analytic and psychometric analyses. Five-hundred and three in-service secondary agriculture teachers from six states, surveyed between the spring of 2008 and the spring of 2010, served as the population for this study. As a result, the 70 agricultural mechanics laboratory management competencies included in the instrument modified by Saucier et al. (2008) were reduced to 33 competencies, in eight constructs. A further outcome was reflected in the psychometric evaluation of the eight constructs, which resulted in acceptable internal consistency reliabilities that ranged from 0.82 to 0.96. Multi-state benchmarks for agricultural mechanics laboratory management abilities of secondary agriculture teachers were also proposed. The results further indicated that the revised constructs were appropriate to assess agricultural mechanics laboratory management competencies across Huberman's (1989) five teacher career stages. (Contains 7 tables.)
Identifying Concerns of Preservice and In-Service Teachers in Agricultural Education
Author: Stair, Kristin S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Agricultural Education,Preservice Teacher Education,Teacher Educators,Education Courses,Preservice Teachers,Likert Scales,Beginning Teachers,Measures (Individuals),Teaching Skills,Methods Courses,Teacher Surveys,Student Surveys

Teacher educators have the task of identifying skills most needed by pre-service teachers and in-service teachers. The purpose of this study was to describe teacher concerns over different stages of teacher development. A three-part instrument consisting of a teacher concerns statement, a Likert-type scale of concerns and demographic data was given to three groups. The groups consisted of early career teacher education students (N = 40), advanced teacher education students (N = 15), and teachers who had completed their first year of teaching and were just beginning their second year (N = 22). The results of this study indicate concern levels do change over time and there is a distinct shift in both the level and type of concerns across these three groups. This shift may allow for agricultural education courses and in-service programming to be more uniquely designed to address the specific needs and concerns of our educational clientele. (Contains 3 tables.)
Associations between Socio-Motivational Factors, Physical Education Activity Levels and Physical Activity Behavior among Youth
Author: Ning, Weihong
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Physical Activity Level,Physical Education,Physical Activities,Correlation,Student Motivation,Middle School Students,Questionnaires,Predictive Validity,Student Attitudes,Friendship

This study examined the relationships between established socio-motivational factors and children's physical activity levels daily and during physical education classes. A total of 307 middle school students (149 boys, 158 girls) from a suburban public school in the Southern United States participated in this study. Participants completed standardized questionnaires measuring their socio-motivational factors in the first week of data collection. Their physical activity levels in physical education class and 1-week physical activity levels were assessed in the following two weeks. Results revealed that 1) children's general physical activity enjoyment had predictive strength to their physical activity levels in physical education class, and 2) children's physical activity self-efficacy, perceived friend support and physical activity enjoyment were significant predictors of their daily physical activity levels. (Contains 3 tables.)
Exploring Physical Activity by Ethnicity and Gender in College Students Using Social Cognitive Theory
Author: Nehl, Eric J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Physical Activity Level,Physical Activities,Ethnicity,White Students,Epistemology,College Students,Gender Differences,Social Cognition,Social Theories,Questionnaires,Regression (Statistics),Prediction,Correlation,Self Control,Intervention

Intervention;The psychological determinants of physical activity (PA) among college students may vary by ethnicity and gender, but few studies have considered these characteristics. This study tested constructs from Social Cognitive Theory (SCT) by ethnicity and gender to explain differences in PA. A total of 231 Blacks (70% female) and 218 White college students (28% female) completed the SCT questionnaire and a PA assessment two months later. Sequential regressions with interactions were used to examine how SCT constructs were associated with ethnic and gender when predicting PA. The results indicated that self-efficacy and self-regulation were significant predictors of PA for both ethnic groups and both genders. In addition, PA was statistically moderated by gender, but not by ethnicity, for perceptions of available PA facilities, with a stronger association for females. This study suggests that SCT may aid in understanding collegiate PA and help explain differences in PA between genders. Last, because of strong associations between self-efficacy and PA shown in this study, self-efficacy should be considered when developing ethnic-specific PA interventions in college students. (Contains 4 tables.)
Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior
Author: Huang, Chaoqun
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Physical Activities,Intervention,Adolescents,Multiple Regression Analysis,Correlation,Measures (Individuals),Middle School Students,Urban Areas,Urban Population,Pretests Posttests,Statistical Analysis,After School Programs

The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group. Participants also completed a posttest after the 8-week intervention. Based on the results of the MANCOVA, a main effect of intervention was yielded (Wilk's Lambda = 0.88, F(6,90) = 2.14, p = 0.05, eta[superscript 2] = 0.13). Follow-up tests indicated that the intervention group reported greater increases in self-efficacy (F(1,95) = 3.98, p less than 0.05, eta[superscript 2] = 0.04) and peer support (F(1,95) = 6.93, p less than 0.05, eta[superscript 2] = 0.07). The multiple regression analysis revealed that self-efficacy and social support were positive predictors of PA. It was concluded, that the intervention raised children's PA self-efficacy and peer support for PA, and self-efficacy and social support were positive predictors of PA behaviors. (Contains 2 tables.)
The Effects of Low Dose Buccal Administered Caffeine on RPE and Pain during an Upper Body Muscle Endurance Test and Lower Body Anaerobic Test
Author: Bellar, David M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Human Body,Comparative Analysis,Drug Therapy,Pain,Muscular Strength,Program Effectiveness,College Students,Males

To date there have been a number of studies that have assessed the effects of caffeine on Rated Perceived Exertion (RPE) and Pain Scale scores during continuous exercise. Presently there is little information about the effects of caffeine on RPE and Pain Scale scores during short term, anaerobic and muscle endurance activity. The purpose of the present investigation was to assess the effects of low-dose caffeine administration on RPE and Pain Scale scores after the one-minute pushup test and the Wingate Anaerobic cycling test. Ten college-aged males were recruited to participate in the investigation. The subjects were given either a piece of caffeinated chewing gum designed to deliver 100 mg of Caffeine in a buccal manner, or a placebo gum with identical shape and flavoring in a double-blind, placebo controlled, repeated measures design. The subjects chewed the gum (caffeine or placebo) for five minutes to allow for caffeine absorption and subsequently performed the one-minute push-up test followed by the Wingate anaerobic test. Subjects responded to the standard Borg RPE scale and the Mosby 10-pt pain scale immediately after each test. The results of the study did not demonstrate any significant difference in performance on either assessment, nor in the responses to the pain scale or RPE scale (p greater than 0.05). It appears based upon this data that low-dose buccal caffeine is neither an effective ergogenic aid nor analgesic for muscle endurance or anaerobic efforts. (Contains 3 figures.)
Changes in Badminton Game Play across Developmental Skill Levels among High School Students
Author: Wang, Jianyu
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Physical Education,High School Students,Video Technology,Racquet Sports,Play,Males,Games,Developmental Stages,Observation,Comparative Analysis,Psychomotor Skills

The study examined changes in badminton game play across developmental skill levels among high school students in a physical education setting. Videotapes of badminton game play of 80 students (40 boys and 40 girls) in the four developmental skill levels (each skill level had 10 boys and 10 girls) were randomly selected from a database associated with the South Carolina Physical Education Assessment Program. An observational instrument was developed to code and compare components or categories of badminton skill and tactics used among participants across the four developmental skill levels. Descriptive statistics (mean, SD, and percentage) of occurrence in skill/tactic components and sub-components were calculated for each skill level and compared among the four skill levels. The results revealed clear stages or changes in student badminton performance across different developmental skill levels. The results also indicated that, while students' performance progress were observed when the skill level became higher, students used a large portion of immature serves and strokes across all the skill levels, and the rates of using standard serves and strokes, forceful stroke, and return to home base were low. Performing immature forms of sports skill may be a widely existing but ignored phenomenon in the physical education setting and needs more investigation. (Contains 5 figures and 1 table.)
Analyses of Higher Education Conceptual Physical Education Courses
Author: Keating, Xiaofen Deng
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,College Credits,Physical Education,Physical Activities,Statistical Analysis,Assignments,College Students,Course Descriptions,Colleges,Universities,Student Evaluation,Comparative Analysis

This study examined conceptual physical education (CPE) course syllabi in order to better understand how such courses were taught in higher education. In total, 86 syllabi were collected with 43% of them emanating from colleges. The syllabi were analyzed to ascertain the course credits, formats, content, assignments and assessments. Chi-square tests were employed to explore the differences between colleges and universities in the aforementioned aspects. The data from our study suggested that knowledge remained the focus of such courses. Physical activity, fitness, and nutrition assignments and assessments were not widely employed. Furthermore, universities had fewer CPE credits than colleges. There were CPE content differences between colleges and universities while no significant discrepancy of assignments and assessments was found. (Contains 5 tables.)